m 

■ 


L  B 

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HUDELSON 

ENGLISH 

COMPOSITION 

SCALE 


HUDELSON 


WORLD     BOOK     COMPANY 


^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^•O 


HUDELSON   ENGLISH 
COMPOSITION  SCALE 


BY 


EARL  HUDELSON,  Ph.D. 

PROFESSOR  OP   SECONDARY  EDUCATION 
WEST  VIRGINIA    UNIVERSITY 


•  •    •    » 


•  •     • 
«  •    •• 

'•  •  •      ■» 


YONKERS-ON-HUDSON,   NEW   YORK 

WORLD    BOOK    COMPANY 
1921 


WORLD  BOOK  COMPANY 

— 

THE  HOUSE  OF  APPLIED  KNOWLEDGE 
Established,  1905,  by  Caspar  W.  Hodgson 

YONKERS-ON-HUDSON,  NEW  YoRK 

2126  Prairie  Avenue,  Chicago 

The  Hudelson  English  Composition  Scale  is 
offered  in  the  hope  that  it  will  prove  a  useful 
member  of  World  Book  Company's  growing 
list  of  publications  in  the  field  of  tests  and 
measurements,  a  list  which  now  comprises: 

National  Intelligence  Tests 
Otis  Group  Intelligence  Scale 
Haggerty  Intelligence  Examination 
Haggerty  Reading  Examination 
Terman  Group  Test  of  Mental  Ability 
Courtis  Standard  Practice  Tests  in 

Arithmetic 
Otis  General  Intelligence  Examination 
Other  tests  in  preparation 


HECS-I 


Copyright,  1921,  by  World  Book  Company 
All  rights  reserved 


3* 

r  » 

C 

INTRODUCTION 

THE  Hudelson  English  Composition  Scale  will  appear 
as  the  Virginia  Supplement  to  the  Hillegas  Scale  in 
Part  II  of  the  Report  of  the  Survey  of  the  Virginia  Pub- 
lic Schools,  which  is  now  in  press.  It  is  here  printed 
separately  and  in  advance,  because  of  the  repeated  re- 
quests that  have  been  made  for  it.  It  is  believed  that 
this  scale  represents  a  distinct  improvement  over  the 
scales  now  available.  Mr.  Hudelson  has  worked  out 
unusually  helpful  directions  for  the  use  of  the  scale  in 
scoring  compositions  and  also  directions  for  the  training 
of  scorers  through  practice  on  compositions  of  known 
values.  It  is  a  pleasure  to  commend  this  scale  to  teach- 
ers of  composition  and  to  others  who  desire  a  usable 
measuring  instrument  in  this  field. 

M.  E.  Haggerty 


449824 


CONTENTS 

SECTION  PAGE 

I.  Purpose  and  Use 1 

II.  The  Hudelson  Scale 4 

III.  How  to  Use  the  Hudelson  Scale  ....  20 

IV.  Samples  for  Practice  in  Scoring  ....  29 


[vii] 


HUDELSON 
ENGLISH  COMPOSITION  SCALE 

I 

PURPOSE  AND  USE 

ONE  of  the  convictions  growing  out  of  educational 
surveys  is  the  need  of  a  more  reliable  means  of 
evaluating  composition  ability  than  the  individual  judg- 
ments employed  by  teachers.  Efforts  at  acquainting 
English  teachers  with  the  judicial  use  of  existing  measur- 
ing devices  forces  the  conclusion  that  a  scale  is  needed  for 
the  rank  and  file  of  teachers  of  composition  in  which  the 
steps  are  uniform  throughout.  Admirable  as  the  other 
scales  are,  the  uneven  steps  between  the  various  samples 
render  the  use  of  such  instruments  confusing  to  teachers 
untrained  in  the  employment  of  these  devices.  The 
present  scale  has  been  devised  to  obviate  this  confusion. 

HOW   THE  HUDELSON   SCALE   WAS   DEVISED 

The  Hudelson  Scale  is  composed  of  compositions 
written  by  first-year  high  school  pupils  of  Virginia  during 
the  State  Educational  Survey,  in  May,  1919.  Since  these 
compositions  were  scored  on  the  Nassau  County  Supple- 
ment,1 which  in  turn  was  based  upon  the  Hillegas  Scale.2 
the  methods  employed  in  establishing  the  steps  of  the 
original  scale  apply  to  the  steps  in  the  present  scale. 

Approximately  one  thousand  Virginia  compositions 
were  scored  on  the  Nassau  County  Scale  by  one  experienced 

1  Trabue,  M.  R.,  Nassau  County  Supplement  to  the  Hillegas  Scale. 
Bureau  of  Publications,  Teachers  College,  New  York  City. 

2  Hillegas,  M.  B.,  A  Scale  for  the  Measurement  of  Quality  in  English 
Composition.  Bureau  of  Publications,  Teachers  College,  New  York  City. 

[i] 


•BKQIj^  .COMPOSITION  SCALE 

scorer.  This  scorer's  reliability  was  confirmed  by  testing 
at  frequent  intervals  during  the  scoring,  and,  at  the  end, 
by  comparing  his  scores  on  random  sets  of  ten  composi- 
tions with  the  median  rating  of  ten  other  trained  scorers. 
His  judgment  averaged  .14  of  a  scale  step  from  the  average 
judgment  of  the  ten  trained  scorers.  One  hundred  of 
these  scored  compositions,  ranging  from  the  poorest  to 
the  best,  were  then  selected,  and  faithfully  reproduced  in 
mimeographed  form;  the  specimens  were  shuffled,  and 
finally  scored  by  ninety-six  composition  teachers,  most  of 
whom  had  had  considerable  experience  with  composition 
standards,  and  all  of  whom  had  just  been  given  two  weeks 
of  intensive  training  at  Teachers  College,  New  York,  in 
the  use  of  the  Nassau  County  Supplement.  No  teacher's 
scores  were  counted  whose  average  deviation  from  the 
true  value  was  more  than  .5,  or  a  half  step,  on  the  Nassau 
Scale.  The  values  accompanying  the  samples  in  the 
Hudelson  Scale  (see  pages  4  to  19)  represent  the  median  x 
judgments  of  the  ninety-six  scorers.  When  two  or  more 
samples  received  the  same  median  score,  that  one  was 
selected  for  the  scale  upon  which  the  fewest  number  of 
distinctly  erroneous  judgments  had  been  made. 

SOURCE  OF   THE   SAMPLES 

The  samples  which  constitute  the  scale  are  given  on 
the  following  pages  (4  to  19),  and  directions  for  the  use 
of  the  scale  will  be  found  following  the  samples  (pages 
20  to  27).  The  first  eleven  specimens,  values  2.0  to  7.0, 
are  Virginia  compositions.  Samples  7.5,  8.0,  8.5,  and 
9.5  are  selected  from  Professor  E.  L.  Thorndike's  English 

1  The  median  rating  is  that  score  above  and  below  which  there  are 
an  equal  number  of  ratings.  The  values  denoted  in  the  margin  at 
the  left  are  accurate  enough  for  all  practical  purposes.  The  exact 
medians  appear  at  the  upper  left-hand  corner. 

[2] 


PURPOSE  AND  USE 

Composition  — 150  Specimens  Arranged  for  Use  in  Psy- 
chological and  Educational  Experiments  (Bureau  of  Publica- 
tions, Teachers  College).  The  values  there  assigned  are 
used  here.  Example  9.0  is  chosen  from  the  Thorndike 
Extension  to  the  Hillegas  Scale,  with  the  value  there 
assigned.  Samples  9.0  and  9.5  are  the  only  specimens  in 
the  Hudelson  Scale  not  written  by  school  children. 


[3] 


II 

THE  HUDELSON  SCALE 

2.067 

Sample  1 

The  Most  Exciting  ride  I  ever  had. 

The  Most  exciting  ride  I  ever  had  was  a  Hay 
ride,  it  was  early  in  the  morning  when  we  went 
out  on  the  hay  ride  it  was  quite  a  injoyable  trip 

2^  every  one  seemed  to  be  so  cheerfuly  the  rode  that 
I  Iwe  were  traveling  on  it  was  very  hilly  on  of  the 
•  parties  took  sick  and  far  a  little  while  no  one  did 
not  think  that  the  Girl  were  as  sick  as  she  was  all 
at  once  she  come  mence  comeplainning  so  she 
arroused  ones  curosity  we  found  out  that  the  girl 
were  verry  ell  thought  she  was  going  to  die. 


[4] 


THE  HUDELSON  SCALE 

2.50 

Sample  2 

The  Most  Exciting  Ride  I  Ever  Had 

One  dag  Friends  I  decided  to  go  car  riding  my 
friend  and  myself  started. 

2—  We  was  going  arround  a  sharp  curve  and  an- 
**)  other  car  was  coming  toward  us  the  driver  did 
•  not  know  what  to  do.  The  road  was  so  narrow 
we  couldn't  stop.  So  the  other  car  ran  into  us 
and  turned  us  over  the  bank,  and  it  hurt  three 
of  my  frimses  very  bad. 


[5] 


ENGLISH  COMPOSITION  SCALE 

3.00 

Sample  S 

The  Most  Exerciting  I  ever  Had: 

The  Most  exerciting  ride  I  ever  had  was 
When  I  was  on  my  way  to  Petersburg.  It  was 
one  Sunday  Morning  and  two  car's  full  of  people 
went  to  Camp  Lee  and  I  was  with  in  the  crowd 

3-^  the  car  I  was  in  was  a  Cadalic  8  and  a  very 
I  Ismail  boy  was  driving  it,  we  were  riming  very 
*  fast  when  we  meet  a  small  car  and  We  had  a 
great  conlusion  our  car  tore  the  small  one  all  to 
pieces  and  kill  three  people  whom  were  in  it, 

We  took  the  dead  bodies  and  the  man  who 
was  not  killed  on  to  Petersburgh  with  us  and 
there  found  out  who  they  were.  We  enjoyed  the 
day  hugely  even  if  we  did  have  a  terrible  wreck: 


[6] 


3.5 


THE  HUDELSON   SCALE 

3.557 

Sample  4 

The  Most  Exciting  Ride  I  Ever  Had 

Summer  before  last  my  sister  was  going  to  see 
her  girl  friend,  she  lived  out  in  the  country, 
forty  miles  from  here,  we  had  a  car,  so  my 
brother  said  he  would  take  her  out  there  and  I 
could  go  with  them,  we  ask  daddy  if  he  cared  and 
he,  said  no, 

So  that  night  about  seven  thirty  we  left  home, 
and  went  by  town  to  get  some  gasoline,  then  we 
left  for  the  country,  we  got  out  of  town  the  roads 
were  very  bad  at  first,  but  we  went  on.  we 
forgot  the  way  out  there  so  we  ask  someone 
how  we  could  get  there,  they  told  us,  so  we  kept 
on,  the  roads  were  gradually  getting  better,  we 
got  half  of  the  way,  then  we  ask  some  one  else  to 
direct  us  to  the  road  to  take,  they  did,  we  went 
on  as  they  told  us,  we  got  out  in  the  country  on 
the  wrong  road,  but  we  did  not  know  it  until  we 
ask  some  one.  then  brother  got  mad  and  jercked 
the  car  from  one  side  of  the  road  to  the  other. 
I  didn't  think  we  were  ever  going  to  get  there  or 
anywhere  else  alive,  we  turned  around  and  went 
back,  and  took  the  right  road,  and  got  there 
about  twelve  o'clock,  that  night 


[7] 


ENGLISH  COMPOSITION   SCALE 

4.028 

Sample  5 

The  Most  exciting  Ride  I  ever  had. 

It  was  just  after  a  very  hard  Rain,  and  the 
Roads  were  slippery  and  muddy.  My  old  friend 
and  I  honomed  a  car  and  started  out  for  a  spin. 
We  had'nt  gone  far  before  we  saw  that  the  Road 
swere  in  no  condition  for  motoring.  We  kept 
going  thougt  and  never  stopped  for  nothing  that 
nnorning.  Along  about  the  middle  of  the  evening 
wa  saw  just  ahead  of  us  a  lantty  slaping  hill. 
We  though  we  could  make  it  all  right  so  we  started 
thourgh  when  we  reached  the  middle  of  the  clay 
hill  we  could'nt  go  any  further  we  tried  and  tried 
to  get  out  of  the  place  but  all  in  vain.  So  we  had 
to  get  down  and  go  all  the  way  home  on  foot. 
We  sent  for  car  the  next  day  and  some  one  had 
took  all  the  tires  we  had  on  the  car.  We  soon 
had  her  right  again  and  ham  ben  ridding  on  her 
sence  then. 


4.0 


[8] 


4.5 


THE  HUDELSON  SCALE 

4.509 

Sample  6 

The  Most  Exciting  ride  I  ever  had. 

One  day  my  brother  took  me  to  Richmond  in 
his  racer.  We  did  not  go  fast  zoing  down.  We 
spent  two  day  in  Richmond.  We  had  a  good 
time  there. 

When  we  started  back  my  brother  said  he  was 
going  to  run  fast,  which  he  did. 

We  were  going  along  about  40  mile  an  hour, 
when,  coming  around  a  short  came  we  saw  an- 
other car  coming  at  about  an  equal  rate  of  speed. 
We  missed  him  by  about  six  inches. 

After  that  the  road  was  stright  and  the  speed- 
ometor  showed  that  we  were  going  seventy  five 
mile  a  hour. 

We  arrived  here  just  one  hour  and  a  half  from 
the  time  we  left  Richmond. 


[9] 


ENGLISH  COMPOSITION  SCALE 

5.062 

Sample  7 

The  Most  Exciting  Ride  I  Ever  Had 

It  was  the  afternoon  of  a  day  in  July  that 
we  started  off  in  an  automobile  to  go  to  a  place 
about  twenty  miles  away. 

Before  we  had  gotten  half  way  something 
happened  to  the  engine  and  we  couldn't  go  very 
fast. 

We  had  nearly  gotton  to  the  place  where  we 

5     ^.  were  going  when  another  car  with  two  negroes  in 
I  lit  got  across  the  road  and  wouldn't  let  us  pass. 
•       They  pulled  out  their  pistols,  and  one  shot,  but 
he  did  not  hit  anyone. 

He  was  just  coming  over  to  our  car  when  the 
sheriff  happened  to  come  along,  and  he  took  the 
two  men  and  carried  them  away  with  him,  and  we 
went  on  our  journey. 

It  is  very  exciting  to  have  anyone  to  hold  you 
up  on  the  road  and  I  think  you  will  find  it  out  if 
you  ever  have  anyone  to  hold  you  up. 


[10] 


5.5 


THE  HUDELSON  SCALE 

5.506 

Sample  8 

The  Most  Exciting  Ride  I  Ever  Had. 

One  afternoon  about  five  o'clock,  a  car  with 
three  boys  and  two  girls  stopped  in  front  of  my 
house  and  asked  me  to  go  riding. 

When  we  reached  a  narrow  place  in  the  road  at 
a  corner,  another  car  was  coming  towards  us  but 
we  didn't  know  it  until  we  were  about  three  feet 
away  from  that  car.  Both  cars  were  going  very 
fast  and  if  the  brakes  hadn't  been  in  good  order, 
we  would  never  have  gottened  home  alive.  The 
two  cars  hit  each  other  and  we  were  thrown  out 
of  our  seats.  It  didn't  really  hurt  us  but  we 
were  so  scared  we  thought  we  were  hurt.  Then 
we  backed  out  of  that  narrow  place  and  let  the 
other  car  go  on.  In  a  few  minutes  we  were  on 
our  way  again.  The  boy  that  was  driving  the 
car  never  again  tried  to  speed  and  we  were  late 
getting  home  that  night. 


en] 


ENGLISH  COMPOSITION  SCALE 

5.933 

Sample  9 

The  most  exciting  ride  I  ever  had. 

The  most  exciting  ride  I  ever  had  was  when  we 
first  got  our  Pony.  One  day  we  started  out,  and 
he  did  very  nicely  for  a  while,  until  he  saw  a 
automobile  and  then  the  fun  began.  He  tried  to 
turn  around  right  in  the  road,  and  when  he  found 
that  he  could  not  he  started  to  run.  There  were 
only  two  of  us  in  the  cart,  my  brother  and  myself 
and  neither  were  very  strong.  But  we  pulled  back 
on  him  for  all  we  were  worth,  but  he  seemed  to  go 
faster  instead  of  stopping. 

After  a  while  the  Pony  seemed  to  be  getting 
tired,  so  he  slowed  down  and  was  soon  alright. 
We  then  began  to  laugh  and  thought  we  had  had 
a  fine  ride  and  all  the  excitement  that  we  had 
been  wishing  for. 


6.0 


[12] 


6.5 


THE  HUDELSON  SCALE 

6.50 

Sample  10 

The  Most  Exciting  Ride  I  Ever  Had. 

It  was  a  beautiful  afternoon  in  September.  The 
air  was  crisp  and  bracing  and  I  thought  it  an 
excellent  time  for  a  bicycle  ride  with  my  chum, 
so  I  immediately  went  after  her. 

We  started  off  in  the  best  of  spirits,  but  we  had 
hardly  reached  the  bridge  when  our  spirits  fell 
rather  suddenly.  We  heard  a  very  familiar  sound 
behind  us  and  upon  looking  back  we  saw  just 
what  we  expected,  my  father's  bull,  coming  on 
close  behind  us.  The  attraction  for  the  bull 
seemed  to  be  our  red  ties  so  we  pulled  them  off 
as  we  rode  and  let  them  fly;  but  alas!  Mine 
caught  on  the  back  of  my  bicycle  and  the  bull 
was  so  near  that  it  was  impossible  to  stop  to  take 
it  off,  so  I  exerted  all  my  energy  in  getting  over 
the  bridge. 

I  had  never  imagined  that  a  bridge  could 
possibly  be  as  long  as  that  one  seemed  and  it 
seemed  I  scarcely  touched  the  bridge  eitheir  as 
I  crossed  it  but  finally  in  some  manner  we  reacher 
the  opposite  shore  and  got  into  a  place  of  safety. 


[13] 


ENGLISH  COMPOSITION  SCALE 

7.016  Sample  11 

The  Most  Exciting  Ride  I  Ever  Had. 

Near  the  little  town  I  lived  in  was  an  Aviation 
Field.  Each  day  many  people  could  be  seen 
standing  in  the  streets  watching  the  aeroplanes, 
for  it  was  all  very  new  to  us.  And  on  West  Street, 
my  street,  you  could  always  find  children  building 
and  imitating  the  strange  new  things  that  seemed 
to  hold  such  a  fascination  for  us.  I  was  usually 
among  them,  too,  for  I  hoped  that  some  day  I 
could  ride  in  a  real  one. 

One  bright  Spring  afternoon  all  of  us  were  at 
our  daily  tasks  of  making  the  miniature  airships. 
It  was  great  fun  and  all  of  us  were  enrapted  in  our 
work  when  the  unexpected  happened.     Hearing 

y/^Vfamiliar  noises  over  our  heads  we  looked  up  to  see 
m\J several  of  our  objects  of  imitation  "looping  the 
loop".  We  had  never  seen  them  do  this  before 
and  all  of  us  screamed  with  fright  thinking  that 
the  aeroplanes  were  falling.  But  after  a  while 
we  calmed  down,  seeing  that  nothing  happened, 
and  to  our  great  delight  one  of  the  aviators  came 
down  and  landed  in  the  field  back  of  my  house. 

I  ran  to  see  what  he  wanted  and  found  that  it 
was  gasoline,  so  I  put  on  my  cap  and  hurried  to 
the  next  block  bringing  a  man  and  a  great  deal 
of  gas  with  me.  The  aviator  was  a  very  nice 
man  and  asked  me  if  I  didn't  want  to  go  up  with 
him.  I  consented  of  course  and  then  followed 
the  most  delightful  adventure  I  ever  had.  High 
up  in  the  air  we  went,  and  so  high  that  I  could 
not  see  my  playmates. 

It  was  the  most  exciting  ride  I  ever  had  or  ever 
expect  to  have  and  I  shall  never  forget  it. 
[14] 


7.5 


THE  HUDELSON  SCALE 

7.50 

Sample  12 

Westward  Ho! 

About  ten  years  ago  father  bought  a  large 
ranch  up  in  the  northern  part  of  Minnesota.  We 
were  all  eager  to  go  to  this  ranch,  so  he  also  bought 
a  fine  horse  which  we  called  Prince,  and  a  double- 
seated  buggy.  We  were  to  drive  up.  The  day  of 
our  departure  drew  near,  and  about  three  o'clock, 
one  lovely  morning,  mother  awakened  me  and 
told  me  to  hurry  as  we  wanted  to  start  in  an  hour. 
I  was  up  and  dressed  in  a  few  moments,  and 
hurried  through  breakfast.  In  half  an  hour  we 
were  ready  to  start.  I  had  never  seen  so  beautiful 
a  morning.  The  sun  was  just  showing  its  great 
golden  face  over  the  horizon.  The  birds  were 
popping  up  out  of  their  nest,  and  all  the  world 
seemed  to  awaken  to  their  thrilling  songs.  We 
rode  all  that  day,  stopping  only  for  food  and 
drink,  and  to  let  the  horse  rest.  So  we  went  on 
for  a  week,  having  the  most  delightful  ride  and 
the  best  time  I  have  ever  spent.  One  morning 
about  ten  o'clock  we  arrived  at  our  destination, 
all  tired  out,  but  happy.  And  though  other 
occurrences  on  the  drive  have  been  blotted  out 
of  my  mind,  that  one  morning  when  all  the  world 
seemed  glad  will  forever  be  fresh  in  my  memory. 


[IS] 


ENGLISH  COMPOSITION  SCALE 

8.00 

Sample  IS 

The  Three  Islands 

Among  the  beautiful  islands  on  the  Canadian 
side  of  the  St.  Lawrence  River,  there  is  a  deep 
and  narrow  channel  which  separates  three  small 
wooded  islands  from  a  large  fertile  one.  Of  the 
three  islands  the  largest  is  rocky  and  covered 
with  a  growth  of  stately  pines  and  waving  hem- 
locks, and  a  carpet  of  moss  and  ferns.  On  the 
second  there  is  quite  an  assortment  of  trees, 
whose  foliage  during  the  fall  turns  to  many 
shades  of  gold  and  red,  which  colors  are  greatly 
enhanced  by  the  dark  green  background  of  its 
neighbor.  On  the  third  there  is  a  thick  growth 
of  brush,  with  an  occasional  small  tree.  These 
three  islands  are  so  close  together,  that  fallen 
trees  and  logs  make  it  possible  to  walk  one  to 
another. 


8.0 


[16] 


8.5 


THE  HUDELSON  SCALE 

8.50 

Sample  14 

Deephaven 

Deephaven  is  a  forlorn  and  quiet  little  seaside 
town  in  New  England.  As  we  walked  about  its 
silent  streets,  even  the  houses  seemed  asleep.  In 
the  chill  November  air,  the  dry  grass  of  the  near- 
by marshes  crackled  faintly  and  drearily,  while 
in  low  places  the  shifting  ice  creaked  and  groaned. 
Even  the  tall  cedar-trees  seemed  as  if  they  gave 
neither  shade  in  summer  nor  shelter  in  winter, 
but  stood  uncompromisingly  stiff  and  straight, 
as  if  they  could  only  battle  against  the  wind  that 
threatened  to  tear  them  from  the  hills.  The  oak- 
trees  still  held  fast  to  their  dry  leaves  which 
made  a  mournful  rustle  as  the  wind  swept  through 
the  branches. 

The  lonely  landscape  reflected  the  desolate  life 
of  the  dwellers  in  Deephaven.  The  only  cheerful 
in  the  picture  was  the  presence  of  a  few  brave 
pansies  lifting  bright  faces  from  under  the  shelter 
of  some  tall  stalks  of  china-aster.  As  we  picked 
the  dainty  things  we  felt  a  touch  of  compassionate 
tenderness  even  for  Deephaven. 


[17] 


ENGLISH  COMPOSITION  SCALE 

9.00 

Sample  15 

The  Hunted  Deer 

The  courage  of  the  panting  fugitive  was  not 
gone;  she  was  game  to  the  tip  of  her  high-bred 
ears;  but  the  fearful  pace  at  which  she  had  just 
been  going  told  on  her.  Her  legs  trembled,  and 
her  heart  beat  like  a  trip-hammer.  She  slowed 
her  speed  perforce,  but  still  fled  industriously  up 
the  right  bank  of  the  stream.  When  she  had 
gone  a  couple  of  miles  and  the  dogs  were  evidently 
gaining  again,  she  crossed  the  broad,  deep  brook, 
climbed  the  steep  left  bank,  and  fled  on  in  the 
direction  of  the  Mt.  Marcy  trail.  The  fording  of 
the  river  threw  the  hounds  off  for  a  time;  she 
knew  by  their  uncertain  yelping,  up  and  down 
the  opposite  bank,  that  she  had  a  little  respite; 
she  used  it,  however,  to  push  on  until  the  baying 
was  faint  in  her  ears,  and  then  she  dropped  ex- 
hausted upon  the  ground. 


9.0 


[18] 


THE  HUDELSON  SCALE 


9.60 


Sample  16 
Niagara  Falls 


9.5 


Oh  that  I  had  never  heard  of  Niagara  till  I 
beheld  it!  Blessed  were  the  wanderers  of  old, 
who  heard  its  deep  roar,  sounding  through  the 
woods,  as  the  summons  to  an  unknown  wonder, 
and  approached  its  awful  brink,  in  all  the  fresh- 
ness of  native  feeling.  Had  its  own  mysterious 
voice  been  the  first  to  warn  me  of  its  existence, 
then,  indeed,  I  might  have  knelt  down  and 
worshipped.  But  I  had  come  thither,  haunted 
with  a  vision  of  foam  and  fury,  and  dizzy  cliffs, 
and  an  ocean  tumbling  down  out  of  the  sky  —  a 
scene,  in  short,  which  nature  had  too  much  good 
taste  and  calm  simplicity  to  realize.  My  mind 
had  struggled  to  adapt  these  false  conceptions  to 
the  reality,  and  finding  the  effort  vain,  a  wretched 
sense  of  disappointment  weighed  me  down.  I 
climbed  the  precipice,  and  threw  myself  on  the 
earth  feeling  that  I  was  unworthy  to  look  at  the 
Great  Falls,  and  careless  about  beholding  them 
again. 


[19] 


Ill 

HOW  TO  USE  THE  HUDELSON  SCALE 

COMPOSITION  scales  are  most  reliable  when  used  to 
establish  the  composition  achievement  of  groups. 
Only  highly  trained  scorers  can  evaluate  the  accomplish- 
ment of  single  pupils  reliably,  and  then  only  through  a 
series  of  productions.  It  is  desirable  to  supplement  the 
results  of  a  composition  test  with  a  reliable  standardized 
intelligence  test  and  with  a  common-sense  use  of  the 
teacher's  information  about  the  class  or  individual;  but 
by  the  use  of  the  composition  scale  alone  a  much  more 
reliable  evaluation  of  achievement  may  be  made  than 
has  been  possible  by  the  ordinary  personal-opinion  method. 

PRELIMINARY   STUDY   OF   THE   SCALE 

Before  attempting  to  score  compositions  by  the  use  of 
the  Hudelson  Scale,  a  teacher  should  become  familiar  with 
it.  He  must  study  the  specimen  compositions  to  see  why 
the  ninety-six  judges  ranked  them  as  they  did.  Then  let 
him  rate  a  set  of  compositions  with  samples  of  the  scale 
before  him.  He  will  read  a  theme,  will  compare  it  with 
one  sample  at  a  time  until  he  finds  the  sample  to  which 
the  composition  most  nearly  compares  in  general  merit, 
and  will  assign  the  theme  that  scale  value.  For  example, 
a  teacher  reads  a  theme  and  then  compares  it  with  the 
scale  samples.  "This  is  better  than  2.0,"  he  says  to  him- 
self, "better  than  2.5,  3.0,  3.5,  4.0,  4.5,  and  5.0.  It  is 
not  so  good  as  5.5.  but  it  is  nearer  in  merit  to  5.5  than  it 
is  to  5.0,  so  I  shall  give  it  the  scale  value  of  5.5."  In  like 
manner  the  teacher  proceeds  with  each  theme.  When 
the  whole  set  of  themes  is  finished,  the  median  score  for 
the  class  can  be  determined  closely  enough  for  all  practical 
purposes  by  arranging  the  themes  in  order  of  merit  and 

[20] 


HOW  TO  USE  THE  SCALE 

taking  the  score  of  the  middle  paper.  If  there  is  an  even 
number  of  papers,  the  median  score  will  be  halfway  be- 
tween the  scores  of  the  two  middle  papers. 

It  must  be  borne  in  mind  that  the  scores  used  in  this 
scale  are  in  no  way  based  upon  a  100  per  cent,  or  percentile, 
scheme.  The  present  system  of  scores  is  deliberately 
designed  to  wean  teachers  away  from  the  percentile 
habit.  Each  sample  is  measured  from  the  zero  point, 
and  specimen  5.0,  for  instance,  represents  five  scale  steps 
or  units  from  absolutely  no  merit.  Sample  6.0  represents 
exactly  twice  as  much  composition  merit  as  sample  3.0. 

HOW   TO   USE  RESULTS 

This  scale  is  not  intended  to  improve  ability.  No 
measuring  device  in  itself  does  that.  Solicitous  parents 
who  weigh  and  measure  their  baby  every  day  do  not  sup- 
pose for  a  moment  that  such  a  practice  will  of  itself  add 
an  ounce  to  the  baby's  weight  or  a  cubit  to  his  stature. 
They  can,  however,  measure  the  baby's  growth;  and,  by 
measuring  him  before  and  after  various  diets,  they  can 
tell  which  kind  of  food  best  agrees  with  him.  They  can 
also  compare  their  offspring  with  the  progeny  next  door 
or  with  a  baby  in  Hongkong;  and,  by  consulting  tables 
of  weight  and  height  for  children  of  the  same  age,  they  can 
compare  their  baby's  physical  condition  with  the  standard 
of  many  babies  of  his  age. 

Composition  scales  are  designed  for  similar  uses.  By 
scoring  the  compositions  of  a  class  on  a  scale,  the  teacher 
can  learn  the  actual  achievement  in  writing  of  that  class. 
By  measuring  themes  written  by  the  same  group  of  pupils 
at  various  times,  he  can  discover  what  improvement  the 
pupils  have  made  in  composition.  By  measuring  them 
before  and  after  they  have  been  subjected  to  various 
methods  of  instruction,  he  can  deduce  which  method 

[21] 


ENGLISH  COMPOSITION   SCALE 


produces  best  results,  and  can  modify  his  teaching  ac- 
cordingly. Finally,  by  comparing  the  achievement  of  his 
pupils  with  standards  based  on  a  large  number  of  pupils 
of  the  same  grade,  he  can  tell  whether  his  pupils  are  writing 
as  well  as  they  should.  For  this  last  purpose,  Trabue's 
tentative  standards,  by  grades,  are  given  in  Table  I 
(page  23),  together  with  the  scores  made  by  pupils  in  a 
number  of  schools  throughout  the  country. 

Trabue's  tentative  standards  represent  the  median 
scores  which  at  least  half  the  class  should  attain  by  the 
end  of  the  respective  years.  For  small  schools,  where 
segregation  of  pupils  according  to  ability  would  make  the 
cost  of  instruction  prohibitive,  there  is  probably  need  of  a 
lower  set  of  marks  as  a  standard  for  the  students  who  are 
weaker  in  composition.  For  this  purpose  Trabue  es- 
tablished tentatively  the  following  standards,1  to  be 
equaled  or  excelled  by  at  least  75  per  cent  of  the  pupils 
in  a  class: 


In  Grade 

IV 

V 

VI 

4.0 

VII 

4.5 

VIII 

5.0 

IX 

5.5 

X 

6.0 

XI 

6.4 

XII 

6.7 

Month 

Quality 

3.0 

3.5 

June 

Trabue's  tentative  standards  were  set  when  returns 
were  still  somewhat  meager.  Probably  a  more  authentic 
way  of  establishing  grade  norms  would  be  to  obtain  the 
composite  scores  of  all  pupils  whose  results  are  available. 
This  has  been  done,  and  the  norms  are  included  at  the  end 
of  Table  I.  By  smoothing  slightly  this  curve  of  progress, 
the  following  more  reasonable  set  of  composite  grade  norms 
are  presented  for  use  by  teachers  and  pupils  as  school 
standards : 


In  Grade 

IV 

V   |  VI 

VII 

4.7 

VIII 
5.3 

IX 

5.5 

X 

XI 

XII 
6.7 

Month 

Quality 

3.0 

3.6     4.2 

5.9 

6.3 

January 

1  Trabue,  M.  R.,  "Supplementing  the  Hillegas  Scale.' 
College  Record,  January,  1917. 
[22] 


Teachers 


HOW  TO  USE  THE  SCALE 


TABLE  I 


• 

Grades 

High  School 

Month 

1st 

2d 

3d 

4th 

IV 

V 

VI 

VII 

VIII 

3.5 

4.0 

4.5 

5.0 

5.5 

yr. 

6.00 

yr. 

6.5 

yr. 

6.9 

yr. 

7.2 

Trabue's  Tentative  Standards x .    .    . 

June 

Mt.  Holly,  N.  J.2 

5.08 

Friends  Schools,  Brooklyn  3    .    .    . 

2.85 

3.74 

4.40 

4.95 

4.87 

5.68 

7.10 

6.94 

7.20 

Feb. 

St.  Paul,  Minn.* 

2.02 

3.38 

3.54 

4.12 

4.96 

5.83 

5.66 

6.27 

6.64 

Feb. 

Nassau  County,  N.  Y.1 

2.76 

3.42 

3.82 

4.18 

4.5G 

5.00 

5.25 

5.68 

5.94 

Spring 

South  River,  N.  J.1  ......    . 

2.31 

2.55 

3.78 

4.75 

5.62 

5.18 

5.0 

5.90 

6.30 

Mobile  Co.,  Ala.,  whites  outside  o 

E 

Mobile  city  \ 

3.20 

3.91 

4.34 

4.22 

5.56 

6.38 

6.05 

6.77 

Mobile  city  whites 1 

3.31 

2.85 

4.60 

4.95 

6.69 

6.93 

7.24 

7.54 

54  High  Schools  in  over  35  states  l 

4.99 

5.88 

6.38 

6.69 

Cold  Springs,  N.  Y.8    .# 

2.95 

3.69 

4.89 

4.96 

5.96 

5.77 

5.72 

5.68 

7.37 

Woodmere,  N.  Y.  (a  private  school) 

5 

3.15 

3.72 

4.25 

6.60 

6.87 

6.99 

Nov. 

Janesville,  Wis.8 

2.38 

2.78 

3.74 

3.81 

4.47 

6.15 

6.46 

Middletown,  N.  J.7 

3.46 

4.04 

4.67 

4.54 

5.23 

5.18 

6.01 

6.26 

7.04 

Xenia,  Ohio  8 

5.25 

Idaho  Springs,  Colo.' 

3.2 

3.7 

4.3 

5.0 

5.5 

5.0 

4.7 

6.0 

Sept. 

Virginia  10 

5.42 

May 

Virginia  white  boys  10 

5.44 

May 

Virginia  colored  boys  10 

i.85 

May 

Virginia  white  girls 10 

Virginia  colored  girls  10 

5.58 

May 

5.02 

May 

Reading,  Pa.,  Boys  H.  S."  .    .    .    . 

5.17 

5.06 

5.80 

5.85 

March 

Paterson,  N.  J.12 

2.22 

3.38 

3.54 

4.12 

4.96 

5.83 

5.66 

6.27 

6.64 

Spring 

Salt  Lake  City,  Utah  « 

3.58 

3.84 

4.61 

5.16 

6.37 

May 

Lead,  S.  D." 

3.57 

4.11 

4.65 

5.02 

5.57 

June 

Butte,  Mont."  .   .    . 

2.34 

2.80 

3.41 

3.77 

4.11 

May 

Newark,  N.  J.18 .    .    . 

2.39 

2.51 

3.56 

4.33 

5.27 

Ethical  Culture  School 

,  N.  Y*  City  i 

5 

4.01 

4.72 

5.39 

5.74 

Chatham,  N.  J.18  .    . 

2.95 

2.85 

4.10 

4.02 

5.29 

Joplin,  Mo.18  .... 

3.60 

4.19 

4.85 

5.34 

5.59 

Rockford,  111."  .    .    . 

4.99 

LaPorte,  Ind.18  .    .    . 

4.10 

4.40 

5.00 

5.80 

6.80 

Delaware  City,  Ohio  19 

5.27 

Sept. 

Delaware  Co.,  Ohio  19 

•*•••• 

3.94 

Sept. 

Deadwood,  S.  D.  .    . 

3.0 

3.0 

3.6 

3.6 

4.5 

4.7 

5.6 

5.6 

Waterloo,  Iowa .    .    . 



2.82 

4.15 

4.14 

4.97 

5.82 

5.14 

6.61 

7.63 

Chattanooga,  Tenn. . 

3.57 

3.99 

4.36 

5.00 

5.62 

Republic,  Mich.    .    . 
Baltimore  Co.,  Md.  . 

3.02 

3.70 

4.30 

4.70 

4.54 

4.63 

5.39 

6.05 

5.78 

5.15 

5.69 

Gary,  Ind.20 

2.99 

3.26 

3.28 

3.97 

4.58 

4.69 

5.62 

6.42 

6.22 

Spring 

Composite  Standards     . 

2.98 

3.60 

4.15 

4.71 

5.26 

5.22 

5.87 

6.33 

6.68 

Jan. 

1  From  M.  R.  Trabue,   "Supplementing  the  Hillegas  Scale."     Teachers  College, 
New  York. 

2  From  Mt.  Holly  Survey,  Board  of  Education,  Mt.  Holly,  N.  J. 

*  From  an  unpublished  Survey  of  Friends  Schools,  Brooklyn,   1919,  by  Professor 
N.  L.  Englehardt  and  others.     Teachers  College. 

*  From  St.  Paul,  Minn.,  Survey.    Published  by  St.  Paul  Board  of  Education. 

5  From   unpublished   reports   by   the   Department   of   Educational   Administration, 
Teachers  College. 

*  From  Janesville,  Wis.,  Survey.    State  Board  of  Education,  Madison,  Wis. 

7  From  Middletown,  N.  J.,  Survey. 

8  From  Xenia,  Ohio,  Survey. 

*  From  an  unpublished  report  by  Supt.  C.  E.  Green,  Idaho  Springs,  Colo. 


For  footnotes  10-20  see  page  2k. 

[23] 


ENGLISH  COMPOSITION  SCALE 

The  best  results  can  be  obtained  from  this  scale  by 
using  it  only  occasionally.  It  has  been  shown  (see  Hag- 
gerty,  M.  E.,  School  and  Society,  IV:  761,  and  Van 
Wagenen,  M.  J.,  Journal  of  Educational  Psychology,  XI: 
59)  that  a  pupil's  progress  is  usually  not  regular.  A 
daily  application  of  his  themes  to  the  scale  would  often, 
therefore,  yield  results  disappointing  both  to  him  and  to 
his  teacher.  Consequently  it  is  recommended  that  this 
scale  be  used  only  at  intervals  sufficient  to  show  progress. 

In  giving  a  composition  test  for  the  purpose  of  comparing 
the  achievements  of  a  group  of  pupils  with  the  standards, 
it  is  important  that  the  same  topic  be  assigned  to  all  and 
that  the  themes  be  written  under  as  nearly  the  same 
conditions  as  possible.  The  instructions  given  to  the 
pupils  should  conform  to  those  given  when  the  themes 
which  compose  the  standards  were  written,  and  the  same 
length  of  time  should  be  allowed  for  writing. 

Variations  in  procedure  of  testing  are  almost  certain  to 
modify  results  so  greatly  as  to  make  them  distinctly  mis- 
leading. Especially  is  this  true  with  reference  to  the 
choice  of  a  topic  for  the  theme.  The  present  writer,  for 
instance,  had  386  pupils  write  upon  two  topics,  "What 
I  Should  Like  to  Do  Next  Saturday"  and  "The  Most 
Exciting  Incident  of  My  Life."  The  conditions  under 
which  all  the  pupils  wrote  were  the  same,  but  half  of  them 
wrote  on  the  two  assignments  in  the  order  named  above, 


10  From  Virginia  Public  Schools,  Part  II,  World  Book  Company,  Yonkers,  N.  Y. 

11  From  an  unpublished  Report  of  the  Survey  of  the  Boys'  High  School,  Reading,  Pa., 
by  the  Department  of  Secondary  Education,  Teachers  College,  March,  1920. 

12  From  the  Paterson  Survey,  by  the  Department  of  Educational  Administration, 
Teachers  College,  Spring,  1918. 

M  From  the  Salt  Lake  Survey.     May,  1915. 
»  From  the  Lead,  S.  D.,  Survey.    June,  1916. 
18  From  the  Butte  Survey. 
18  From  the  Paterson,  N.  J.,  Survey. 

17  From  the  Rockford,  111.,  Survey. 

18  From  The  Indiana  University  Bulletin. 

18  From  Ohio  State  School  Survey.    September,  1915. 

10  From  Gary,  Ind.,  Survey.    General  Education  Board,  New  York. 


[24] 


HOW  TO  USE  THE  SCALE 

while  the  other  half  wrote  in  the  reverse  order.  The 
median  score  of  all  the  "Exciting  Incident"  themes  was 
.78  of  a  step  higher  on  the  Nassau  County  Supplement 
than  was  the  median  score  for  all  the  "Saturday"  themes. 
To  compare  reliably,  then,  the  median  achievement  of  a 
class  which  writes  upon  the  "Exciting  Incident"  theme 
with  Trabue's  tentative  standard  for  that  year,  it  is 
necessary  to  subtract  .78  from  the  class  score,  because 
Trabue's  standards  are  based  upon  "What  I  Should  Like 
to  Do  Next  Saturday"  themes. 

CONDITIONS   REQUISITE   FOR  ACCURATE   TESTING 

To  have  the  conditions  of  testing  as  nearly  as  possible 
uniform  with  those  under  which  the  sample  compositions 
of  the  Hudelson  Scale  were  obtained,  it  will  be  necessary 
to  conform  to  the  instructions  for  method  of  procedure 
followed  in  testing  the  Virginia  pupils  whose  compositions 
appear  in  the  scale.    The  instructions  were  as  follows: 

Instructions  for  Testing 

1.  Distribute  writing  materials. 

2.  Have  pupils  write  at  the  top  of  their  papers  the  informa- 

tion which  you  desire,  such  as  name,  grade,  age, 
number  of  years  spent  in  school,  father's  occupation, 
etc. 

3.  When  the  pupils  are  at  attention,  give  them  the  follow- 

ing instructions: 

"I  want  to  see  how  good  a  story  you  can  write 
today.  When  I  give  you  the  title  you  will  write 
it  on  the  first  vacant  line;  then  you  will  proceed 
to  write  the  best  story  you  can  on  that  subject. 
You  may  relate  a  true  experience,  or  draw  upon 
your  imagination,  or  both.  You  will  have  thirty 
minutes  in  which  to  write  your  story.     If  you 

[25] 


ENGLISH   COMPOSITION  SCALE 

finish  before  the  time  is  up,  sit  quietly  so  as  not 
to  disturb  your  classmates.  The  title  of  your 
story  is  'The  Most  Exciting  Ride  I  Ever  Had/ 
[Teacher  writes  title  on  blackboard.]  Now  you 
may  begin  your  story." 

4.  At  the  end  of  thirty  minutes  collect  the  papers  promptly. 


VALUE   OF   THE   SCALE   FOR   CLASSIFICATION   OF 

PUPILS 

In  the  past  the  classification  of  pupils  has  been  mostly 
arbitrary.  Some  attention  has  been  paid  to  children  of 
inferior  ability,  but  even  here  the  basis  for  segregation 
has  been  uncertain.  Practically  nothing  has  been  done 
in  the  way  of  providing  for  children  of  superior  ability. 
Pupils  of  all  capacities  have  been  grouped  together  on  the 
assumptions  that  there  is  such  a  thing  as  an  average  pupil 
and  that  the  good  pupils  encourage  the  poor  ones.  Conse- 
quently instruction  has  been  adapted,  as  far  as  possible, 
to  the  capacity  of  the  central  group,  with  the  result  that 
pupils  of  low  ability  have  been  dragged  along  or  allowed 
to  become  discouraged  and  leave  school,  while  the  superior 
pupils  have  been  held  back,  until,  equally  discouraged, 
they  have  lost  their  desire  to  excel. 

Careful  interpretation  of  the  results  of  properly  ad- 
ministered tests  enables  a  teacher  to  classify  his  pupils 
much  more  competently  than  has  been  possible  without 
such  devices.  Achievement  is  due  in  part  to  native  ability; 
consequently  general-intelligence  tests  are  valuable  in 
measuring  adequately  a  pupil's  capacity.  But  a  test  of 
accomplishment  in  a  particular  subject,  as  composition, 
likewise  has  great  value,  for  it  enables  a  teacher  to  classify 
his  pupils  in  that  subject  with  far  greater  certainty  than 
by  the  haphazard  method  of  opinion  or  by  intelligence 
tests  alone. 

[26] 


HOW  TO  USE  THE  SCALE 

TRAINING   THE   SCORER 

Any  person  who  essays  to  score  themes  needs  to  make 
sure  of  the  reliability  of  his  own  judgments  before  he 
bases  conclusions  upon  the  marks  that  he  gives.  This 
can  best  be  done  by  comparing  the  scores  which  he  gives 
to  a  set  of  papers  with  the  average  of  the  scores  given  to 
these  same  papers  by  a  number  of  trained  scorers.  With 
a  view  to  making  such  comparison  easy  and  dependable, 
a  series  of  compositions  is  printed  in  the  following  section. 
These  compositions,  all  upon  the  same  subject,  range  in 
merit  from  a  value  of  1.8  to  values  of  6.6,  6.8,  7.2,  and  7.8. 
The  scale  values  of  the  several  themes  are  printed  as  a 
key  at  the  end  of  the  list. 

It  is  recommended  that  the  scorer,  particularly  one 
who  is  using  a  composition  scale  for  the  first  time,  practice 
marking  these  sample  compositions  without  looking  at 
the  key.  When  he  has  marked  all  the  samples  of  a  series, 
he  can  then  compare  his  marks  with  the  key  values  of  the 
several  themes.  These  key  values  are  the  medians  of  the 
scores  given  to  the  samples  by  ninety-four  judges. 

If  the  scorer  is  able  to  evaluate  groups  of  themes  with 
reasonable  accuracy,  his  average  score  will  not  err  more 
than  an  average  of  .5  from  the  key  scores  on  ten  or  more 
test  compositions.  To  discover  his  percentage  of  error, 
let  the  teacher  score  at  least  ten  of  the  samples  given  on 
pages  29  to  45.  Let  him  then  compare  his  scores  with 
the  key  scores,  and  list  the  amounts  of  his  errors,  plus  or 
minus.  By  subtracting  his  plus  errors  from  his  minus 
errors,  or  vice  versa,  he  will  get  his  systematic  error.  For 
example,  he  may  find,  by  comparing  his  results  with  the 
key  list,  that  his  scores  are  above  or  below  the  true  values 
as  follows:  +  .5,  -.5,  +1.0,  -.5,  +1.0,  -1.0,  +  .5,  -.5, 
+  1.0,  and  —.5.  His  total  plus  errors  are  thus  4.0,  while 
his  total  minus  errors  are  3.0.    Subtracting  and  dividing 

[27] 


ENGLISH  COMPOSITION   SCALE 

by  10,  the  number  of  the  compositions,  to  find  the  average, 
he  finds  that  he  is  scoring  systematically  high  by  .1  of  a 
step  ("systematic  error").  This  is  a  negligible  error.  If, 
however,  his  "systematic  error"  is  more  than  .5  high  or 
low,  he  should  either  correct  his  error  by  subtracting  or 
adding  the  amount  of  his  systematic  error,  or  by  further 
practice  improve  his  power  to  rate  themes  so  as  to  reduce 
this  "systematic  error"  to  a  negligible  amount. 


[28] 


IV 
SAMPLES  FOR  PRACTICE  IN  SCORING 

Series  I 


The  Most  Exciting  Ride  I  Ever  Had 

The  Most  exciting  ride  that  I  had  was  the  day  after 
the  armest  was  signe,  And  it  was  the  best  .1  had  and 
the  one  I  lik  the  best,  the  truck  that  we  were  riding  in, 
look  lik  it  was  go  to  strick  the  one  in  front  of  it  every 
minute. 

The  truck  moved  on  isd  the  noise  of  the  people,  that 
were  on  the  street  making  ever  kind,  of  nous  that  they 
could  make  with  there  hones,  and  other  thing  that  they 
had,  and  this  is  the  Exciting  and  best  that  I  had  for  a 
longe  time. 

B 

The  most  exciting  Ride  I  Ever  Had 

I  went  on  a  straw  ride  to  a  pickneck  in  an  old  magon 
and  had  to  go  over  sone  Very  rough  road  there  were  nine 
or  ten  of  us. 

When  me  reach  the  place  where  we  were  going  we  felt 
shuck  ut  muck  but  After  running  and  playin  at  the  pick- 
neck  and  then  to  rid  home  in  a  wagon  we  mished  that  we 
had  came  in  the  car  but  wa  started  on  our  walj  when  we 
reached  home  we  all  were  very  tired  of  riding  over  such 
a  rough  rode  that  ne  thought  we  would  not  try  a  straw 
ride  any  more  or  some  of  the  children  that  was  with  us 
made  them  slhves  sick  fron  eating  so  much  at  the  pick- 
neck,  was  long  before  we  wanted  to  go  to  anothe  one  ans 
so  we  went  in  the  cor  ord  we  made  it  better. 

[29] 


ENGLISH  COMPOSITION   SCALE 

C 

The  Most  Exciting  Ride  I  Ever  Had. 

The  most  exciting  ride  I  ever  had  was  about  eight 
years  ago  in  an  Excursion  Boat.  The  day  was  all  one  could 
wish  for,  until  about  three  oclock  in  the  afternoon  when 
we  were  leaving  for  home.  The  black  clouds  began  to 
gather  and  unite  directly  over  our  heads.  Distant  roars 
of  thunder  became  loud  crashes  all  about  us,  while  the 
sea,  —  that  beautiful,  calm  sea  of  an  hour  ago,  —  was 
rolling  and  tossing  like  some  angry  beast  just  caught 
from  the  jungle.  It  neither  rained  nor  poured,  but  what 
it  did  do  was  inexplicable.  The  clouds  just  opened  and 
let  fall  all  the  water  that  they  had  collected  during  the 
past  three  hot  weeks. 

Inside  the  boat  was  all  disorder.  The  rain  that  ran  in 
one  side  by  the  pailsful,  drove  the  people  to  the  other 
side  tipping  the  boat.  Children  screamed,  women  cried 
softly,  while  the  men  stood  frozen  to  the  spot,  unable  to 
do  anything.  Suddenly  a  few  men  thawed  out  and  ran  to 
put  everything  possible  on  the  rising  side  in  order  to 
to  balance  the  boat. 

D 

The  Most  Exciting  Ride  I  Ever  Had. 

When  I  was  but  a  little  girl  about  eight  years  of  age, 
my  mother  took  me  out  for  an  horse  back  ride.  We  rode 
along  very  smoothly  for  some  time.  But  finally  a  car 
came  along  and  frightened  my  horse  and  she  began  to 
run.  She  was  not  running  away,  but  I  thought  so.  I 
iscreamed  for  mother,  but  she  had  gone  out  of  sight  and 
did  not  hear  me.  Now  by  this  time  I  was  so  excited 
and  nervous  that  I  couldn't  hold  on  any  longer.     So  I 

[30] 


SAMPLES  FOR  PRACTICE 

jumped  off  and  ran  as  fast  as  I  could  to  catch  mother, 
but  all  was  invain. 

When  I  reached  the  creek  I  found  my  horse  waiting 
patiently  for  me.  So  I  junped  on  her  and  estarted  for 
home,  after  having  a  very  exciting  ride. 

E 

The  Most  Exciting  Ride  I  Ever  Had. 

It  was  in  the  summer  time  when  school  had  closed  for 
three  long  months.  I  had  worked  through  the  fall  and 
spring  and  saved  up  money  enough  to  buy  a  bicycle 
which  I  had  just  received  through  shipment. 

It  was  one  sunner  day  that  I  was  just  learning  to  ride. 
The  other  boys  had  there  wheels  and  were  showing  me 
how  they  could  do  stunts  on  them  which  looked  very  easy 
to  me. 

Having  learned  to  balance  the  bicycle  I  soon  started 
to  try  the  stunts  also.  I  rode  up  to  the  top  of  the  hill  and 
started  down  again,  trying  to  guide  with  out  my  hands 
on  the  bicycle.  At  first  I  felt  nervious  but  soon  overcame 
that  and  before  I  thought  I  was  going  down  the  hill  with 
all  speed  with  my  hands  off  of  the  handlebar. 

I  thought  that  I  was  big  doing  a  stunt  like  that.  I 
soon  caught  sight  of  a  half  of  a  brick  laying  in  the  middle 
of  the  road,  right  in  my  track.  I  could  not  turn  the  front 
wheel  without  my  hands  and  before  I  could  reach  the 
bar  the  front  wheel  had  struck  the  brick  throwing  me 
over  on  the  hard  road  several  feet. 

The  sharp  fine  rocks  had  torn  my  stockings  a  little 
and  made  a  few  scralches  on  my  hand  which  soon  began 
to  bleed. 


[31] 


ENGLISH  COMPOSITION  SCALE 


The  Most  Exciting  Ride  I  Ever  Had 

There  were  several  girls  going  out  for  a  ride  on  an 
automobile  one  day.  Every  one  was  ready,  and  had  rode 
several  miles  out  in  the  country  through  nothing,  but 
woods  for  about  ten  miles.  No  one  saw  a  car  coming  up 
the  hill,  and  our  car  ran  into  the  other  car  broke  the  lights, 
wind  shield,  and  one  man  cut  himself  very  badly  with 
the  wind  shield  before  he  was  thrown  out  against  a  pine 
tree.  While  the  car  with  several  girls  on  it  were  not  hurt 
but  the  two  from  wheels  were  smashed,  and  also  the 
fender.  All  the  girls  were  glad  when  they  returned  home 
from  such  an  exciting  ride. 

G 
The  Most  Exciting  Ride  I  ever  Had 

One  morning  as  we  were  coming  to  school  on  a  horse 
and  buggy.  We  were  driving  along  not  noticing  the 
horse.  All  at  once  the  horse  started  to  ba  eking  back, 
when  she  did  we  hit  her  with  the  whirp. 

Then  she  turned  around  and  ran  into  the  fence  and 
turn  the  buggie  all  most  over,  when  we  got  her  back  in 
the  road  she  s  tarted  kicking.  She  kicked  untill  she  broke 
the  buggie  shaves. 

My  Brother  jumped  out  and  cought  her  in  the  bit 
untill  we  could  take  the  horness  of  then  he  carried  he  on 
home. 

H 

The  Most  Exciting  Ride  I  Ever  Had 

On  one  bright  Sunday  afternoon  we  went  for  a  little 
ride  to  the  Naval  Base.  We  arrived  all  safe  and  enjoyed 
our  selves  very  much. 

[32] 


SAMPLES  FOR  PRACTICE 

On  our  way  back  home  we  were  crossing  a  bridge  and 
two  men  were  standing  in  the  center  of  the  bridge  argueing. 
We  blew  oru  horn  for  them  to  move  one  moved  but  the 
other  stood  still  and  gazed  at  the  automobile  we  were  in. 
Father  pressed  down  on  his  brakes  as  quickly  as  he 
could  but  it  seemed  to  late  fortunatly  the  man  had  long 
legs  and  caught  hold  of  the  front  mudfender  and  leaped 
out  of  the  way.  I  was  excited  and  do  not  wish  to  experence 
another  ride  like  it. 

I 

The  Most  Exciting  Ride  I  Ever  Had. 

Once  a  man  came  to  Union  Level  in  a  Premier  car  to 
show  it  the  people  and  try  to  get  them  to  buy  it.  He 
told  us  to  get  in  which  we  did  and  before  I  got  out  I  wished 
I  haden't  gotten  in.  We  Rode  about  htree  miles.  I 
think  he  tried  to  see  how  fast  it  would  go  for  he  went 
nearly  all  the  way  at  the  speed  of  about  fifty  six  miles  an 
hour.  I  wanted  to  get  out  but  could  not  so  I  had  to  stay 
in  until  he  stopped,  but  was  very  scared. 


The  Most  Exciting  Ride  I  Ever  Had. 

One  day  last  summer  some  friends  induced  my  family 
to  allow  me  to  go  to  Fredericksburg  with  them  in  their 
automobile.  Fredericksburg  is  a  little  town  nestling  among 
the  hills  of  Virginia  and  is  about  two  hundred  miles  from 
Norfolk.  We  started  from  Norfolk  early  on  a  bright 
morning  in  June.  After  traveling  all  day  we  reached 
Richmond  just  as  twilight  softly  enfolded  the  world.  We 
were  very  tired  and  not  a  little  crestfallen  because  we  had 
hoped  to  reach  Fredericksburg  by  four  o'clock,  and  here 
it  was  almost  night  and  we  were  still  seventy  miles  from 

[33] 


ENGLISH  COMPOSITION  SCALE 

our  destination.  It  was  a  wonderful  night  with  a  soft 
scented  breeze  playing  over  the  earth,  and  as  the  road 
before  us  was  concrete  we  decided  to  drive  on  and  try  to 
reach  Fredericksburg  that  night. 

Half  way  between  Fredericksburg  and  Richmond  is  a 
long,  winding  hill  that  slopes  gently  down  to  a  large 
stream  which  is  spanned  by  a  bridge.  We  reached  the 
hill  and  coasted  slowly  down.  The  road  before  us  stretched 
like  a  white  ribbon  except  in  some  places  where  tall  trees 
bent  over  and  formed  shadows.  Turning  a  bend  in  the 
road  we  saw  on  one  side  of  the  road  a  large  camp  fire 
brightly  gleaming  and  just  beyond  the  waters  of  the 
stream  murmered  among  the  rushes.  We  were  going  very 
slowly  and  just  as  we  were  opposite  the  fire  a  single  com- 
mand rang  out  in  the  silent  woods — "Halt!"  Our  car 
stopped  and  was  surrounded  by  soldiers.  The  leader 
explained  that  they  were  a  company  of  soldiers  marching 
south  and  when  attempting  to  cross  the  bride  with  a  crash 
the  bridge  had  broken  and  two  men  in  two  large  trucks 
had  been  hurled  into  the  sullen  waters  beneath.  One 
was  killed;  the  other  was  rushed  back  to  Fredericksburg. 

While  he  was  speaking  the  sky  above  had  turned  an 
angry  black,  and  just  as  he  concluded  a  streak  of  lightning 
darted  across  the  heavens  and  was  followed  by  a  deep 
crash  of  thunder.  The  vry  earth  seemed  to  shake  as  crash 
after  crash  of  thunder  tore  across  the  heavens.  Aroused 
by  the  fury  of  the  tempest  the  wind  broke  forth  and  like 
a  cyclone  tore  through  the  trees. 

We  turned  and  reached  Richmond  a  little  after  mid- 
night, cold,  wet  and  tired. 

The  next  day  was  beautiful  so  we  rode  on  and  reached 
Fredericksburg. 


[34] 


SAMPLES  FOR  PRACTICE 

Series  II 


The  Most  Eeciting  Ride  I  ever  Had 

I  am  a  little  girl  and  my  name  is  Helen.  I  am  crazy 
about  horses  and  I'll  tell  you  about  an  scperience  I  had 
with  them  one  time. 

Father  bought  me  a  black  hunter.  He  realy  danced 
with  spirit.  I  was  delighted  and  insisted  that  I  should 
take  a  ride  at  once.  Mother  objected  but  Father  said  it 
would  be  all  right  so  I  went.  After  we,  (the  horse  &  my- 
self), had  raced  along  for  an  hour  I  saw  a  cloud  of  dust 
coming  along  in  front  of  us,  a  thundering  noise  became 
audible  to.  On  one  side  was  the  Ravine  about  10  feet 
wide,  on  the  other  was  the  stampede.  I  turned  towards 
the  Ravine —  the  only  mode  of  escape.  The  hunter  was 
trambling  with  excitement.  Urging  him  forward  we 
galloped  to  the  side  of  the  ravine.  He  paused  a  moment 
but  the  thundering  of  the  oncoming  cattle  spurred  him 
on.  With  one  tremendus  leap  he  cleared  the  ravine  and 
came  down  shaking  with  fear.  I  was  to  frightened  to  say 
a  word  and  I  sat  and  watched  the  formost  steers  go  plung- 
ing down  into  the  ravine.  I  rode  slowly  home  and  I  believe 
it  was  the  most  exciting  ride  or  incident  I  ever  experienced 

B 

The  most  exciting  ride  I  ever  had. 

The  most  exciting  ride  I  ever  had  was  in  an  automobile, 
when,  my  brother  and  I  were  riding  down  the  road  to 
town  there  was  something  the  mater  with  the  car,  and  we 
could  not  do  any  thing  with  it.  when  we  had  gotton 
down  the  road  about  one  and  J  miles  we  becan  to  speed  up 
on  account  of  a  little  grade.    The  car  would  not  throddle 

[35] 


ENGLISH   COMPOSITION  SCALE 

down,  and  the  breaks  were  not  strong  enough  to  hold 
and  stop  the  car.  As  we  were  going  around  a  turn  we  met 
seveb  or  eight  loaded  wagons  and  we  were  going  so  that 
we  could  not  stop  the  car. 

We  tried  to  pull  out  of  the  road  but  it  was  too  narrow 
to  pass  in  this  place  so  we  pulled  up  on  the  bank,  an  as 
we  did  the  car  stopped,  this  was  the  most  exciting  ride 
I  ever  had. 

C 

The  most  Exciting  Ride  I  Ever  Had. 

Cranking  the  car,  we  started  down  the  lane  and  were 
soon  in  the  road  which  was  crouding  with  many  vehicles. 
After  riding  for  about  two  miles  we  had  to  cross  over  a 
bridge  nearly  a  mile  long,  we  were  riding  swiftly  over 
the  bridge  when  we  saw  someone  meeting  us.  Realizing 
that  we  would  meet  in  a  narrow  place  on  the  bridge  we 
put  on  speed  to  get  to  a  turn  out,  but  just  at  the  same  time 
the  gentleman  confronting  us,  put  on  speed  and  as  the 
driver  of  our  car  tried  to  pass  the  other  on  the  narrow 
bridge  the  back  of  the  car  slipped,  hit  the  railing,  and 
came  near  throwing  the  passengers  overboard  into  the 
deep  water  below. 

The  air  was  filled  with  shreaks  of  fear  as  the  big  car 
rooled  on  the  center  of  the  bridge  again,  and  it  was  a  very 
excited  group  that  after  all  of  the  excitement  arrived 
safely  at  their  destination. 

D 

The  Most  Exciting  Ride  I  Ever  Had.  t 

Once  a  girl  and  I  went  to  a  club  meeting  which  we  had 
gotten  up.  We  went  there  in  a  pony  cart  which  belonged 
to  the  girl  across  the  street.    Going  up  the  street,  we  could 

[36] 


SAMPLES  FOR  PRACTICE 

not  make  him  go  fast.  If  we  had  been  walking  we  could 
have  made  better  time.  Just  at  that  time  a  large  dog 
came  barking  out  of  some  one's  yard.  The  pony  jumped 
and  ran  as  hard  as  he  could.  We  were  scared  almost  to 
death,  even  too  scared  to  have  enough  sense  to  take  the 
whip  and  hit  the  dog.  We  kept  at  this  rate  for  quite  a 
ways  up  the  street  until  the  pony  got  quieted  down.  When 
he  did,  we  sank  back  in  our  seats  with  relief. 

E 

The  most  Exciting  Ride  I  Ever  Had 

One  day  I  was  going  down  a  steep  hill  or  my  buycle 
when  all  of  a  sodder  my  chain  cane  off  and  hut  my  brke 
usless  faster  and  faster  I  went  unable  to  stop  at  the 
foot  of  the  hill  was  a  rielroad  and  olorg  this  raid  road  a 
train  was  caving  it  seemed  to  me  that  I  was  gong  to  meet 
the  train.  I  got  so  excited  that  I  cauld  not  keepthe  wheel 
in  the  road  and  I  ron  off  wd  hed  a  rade  it  through  me  over 
the  handel  bars  but  I  landed  unhurt. 


The  Most  Exciting  Ride  I  Ever  Had. 

One  summer  afternoon  about  four  o'clock  my  father 
and  I  were  returning  home  from  a  long  trip  on  business. 
The  day  was  hot  and  dry.  There  had  been  no  rain  for 
several  days  but  over  the  distant  hill  we  could  see  the 
approaching  thunder  storm. 

Then  the  race  bagen.  We  were  in  an  open  car  which 
meant  that  if  we  did  not  hurry  we  would  get  wet.  The 
home  ward  road  was  lonely  with  only  a  house  here  and 
there.  Thinking  it  better  to  race  home  rather  than  stop 
my  father  began  to  speed  the  car  until  finally  it  seemed 
as  if  we  were  hardly  touching  the  ground.  We  had  covered 

[37] 


ENGLISH  COMPOSITION  SCALE 

a  distance  of  forty  five  miles  in  a  few  minutes.  It  was 
begining  to  rain  lightly.  Then  it  fell  it  torrents  I  was 
holding  on  for  dear  life  when  a  loud  "bang  bang"  made 
me  jump.  A  tire  had  bursted  and  there  we  were,  We 
could  not  see  a  house  any  where  but  remembering  the 
road  I  remembered  that  I  had  seen  a  house  near  here. 
I  had  run  a  little  way  back  when  I  hit  some  thing  hard. 
I  saw  it  was  the  pavement  and  followed  it.  I  was  surprised 
to  see  a  small  cottage.  I  called  my  father  and  we  remained 
there  until  the  slorm  was  over. 

G 

The   Most  Exciting  Ride  I  Ever  had. 

Ane  day  I  was  going  to  my  uncle  in  a  car.  But  be  fore 
ue  got  there  ue  got  in  the  creep  and  could  not  get  out  there 
had  been  a  guily  whash  aut  and  if  we  starled  to  go  an  the 
car  would  wreck  and  through  us  out.  so  we  had  to  stay 
there  untill  abaut  tno  mills  fefore  they  could  get  any 
horses  to  pull  us  out  of  the  creep-  So  ne  did  not  get  there 
un  till  a  bout  nine  o  clock  that  night.After  ne  got  there 
ne  Staid  a  few  day  and  comiig  back  the  car  turend  over 
his  arm  this  was  the  most  exciting  ride  I  ever  had. 

E 

The  Most  Exciting  Ride  I  Ever  Had. 

Last  Sunday  I  was  invited  to  go  on  a  automobile  ride 
with  some  friends.  We  started  at  10  o'clock  and  our  plans 
were  to  take  lunch  and  be  home  promptly  at  6  o'clock, 
because  the  car  was  promised  to  someone  else.  Every 
one  of  us  were  anxious  to  take  a  country  ride  so  we  went 
almost  fifty  miles  out. 

Somehow  the  day  passed  more  quickly  than  we  thought. 
I  looked  at  my  watch  and  saw  that  we  had  only  one  hour 

[38] 


SAMPLES  FOR  PRACTICE 

in  which  to  get  home.  Hurridly  we  packed  in  the  car 
and  our  driver  started  it  with  a  jerk  which  nearly  threw 
me  out.  Then  came  the  loDg,  steep  hills.  Over  them 
we  dashed,  I  held  tightly  to  the  girl  by  me.  Presently 
we  saw  that  the  driver  was  losing  control  of  the  car,  so 
all  on  the  rear  seat  began  to  scream.  It  was  useless,  for 
nothing  could  keep  us  from  being  thrown  right  into  the 
ditch  ahead.  Crash!  it  went,  turning  over  twice  and 
strewing  us  like  apples  rolling  out  of  a  basket.  No  one 
was  seriously  injured,  but  we  had  to  hire  a  car  to  get  home 
in.  We  disappointed  the  party  waiting  for  their  car. 
However,  it  taught  us  that  it  isn't  so  well  to  hurry  at  a 
risk  of  a  persons  life. 

I 

The  Most  Exciting  Ride  I  ever  Had. 

It  was  on  a  Sunday  May  11.  1919  When  a  friend  of 
mine  came  to  my  house  and  asked  me  if  I  would  like  to 
go  riding  with  him  on  our  bycicles.  It  was  hot  that  day 
and  we  wore  no  coals.  We  had  a  knapsack  which  I  straped 
on  my  back  with  something  to  eat  in  it,.  We  were  about 
5  miles  out  when  one  of  the  boys  who  was  with  us  had  a 
blow  out.  We  fixed  it  so  he  could  ride  home  an  left  him. 
After  we  had  gone  about  20  miles  and  turned  back  to  find 
we  a  taken  the  wrong  road.  One  of  the  boys  who  was 
an  scout  had  a  compass  and  at  last  we  found  the  right 
road.  We  arrived  at  Richmond  about  eight  0!clock. 
We  all  were  tired  and  slep  soundly  that  night. 

J 

The  Most  Exciting  Ride  I  Ever  Had. 

When  I  was  just  a  little  girl  I  took  a  trip  fom  Phila- 
delphia to  Petersburg,  all  the  way  I  rode  on  a  train  which 

[39] 


ENGLISH   COMPOSITION   SCALE 

was  very  amusing  to  me.  I  looked  out  of  the  window 
nearly  all  of  the  time  and  was  very  interested  in  every 
thing  I  saw,  but  the  most  interesting  of  all  things  to  me 
were  the  people  I  saw  along  the  rail  road  at  a  little  distance 
of,  they  seemed  no  more  than  a  bout  a  foot  tall  to  me,  the 
houses  seemed  little  doll  houses.  In  fact  I  did  think 
that  th  people  were  dolls  which  had  the  power  of  moving 
about.  I  told  mother  that  I  would  get  me  one  of  them 
to  play  with  when  we  got  to  Petersburg,  she  laughed  then 
which  I  could  not  under  stand,  but  often  since  I  have 
thought  of  it  and  have  laughed  at  my  own  self.  I  would 
not  mind  taking  that  trip  over  for  as  far  as  I  can  remember 
it  was  the  most  interesting  ride  I  have  ever  had. 


Series  III 


The  Most  Exciting  Ride  I  Ever  Had. 

One  Sunday  afternoon  my  father  told  me  to  get  on  my 
coat  and  be  ready  to  take  a  speedy  ride  as  he  wanted  to 
try  out  the  Marcer  which  he  bought  the  day  before.  In 
a  half  hour  everything  was  ready  and  we  started  out. 

We  went  through  the  city  at  a  fair  rate  of  speed  as  my 
father  did  not  want  to  pay  a  fine  before  we  had  a  good  ride. 
When  we  reached  the  state  road  we  started  to  speed  up 
and  at  last  we  found  ourselves  going  sixty  miles  an  hour. 
As  we  flew  past  one  car  I  happened  to  look  back  and  I 
saw  a  country  policeman  stand  in  the  middle  of  the  road 
staring  at  us.  As  it  had  rained  the  day  before  the  roads 
were  quite  slippery  and  but  last  we  had  to  slow  down 
but  we  were  to  late  for  when  we  came  to  our  senses  we 
found  that  the  car  hat  hit  a  tree  and  we  had  to  send  to 

[40] 


SAMPLES  FOR  PRACTICE 

the  city  to  get  a  truck  to  carry  home  the  remains  of  our 
once  beautiful  red  Mercer. 

B 

The  most  Exciting  Ride  I  Ever  Had. 

The  most  exciting  ride  I  ever  had  was  when  the  driver 
ran  into  a  ditch.  A  party  were  going  on  a  picnic  about 
five  miles  away  and  so  we  went  on  cars. 

We  were  going  along  very  fast  when  we  saw  another  car 
comming  toward  us.  We  were  going  so  fast  it  was  im- 
passible to  stop  so  the  driver  took  his  hands  from  the 
wheel  .and  let  the  car  go  into  the  ditch.  The  girls  screamed 
but  no  one  was  hurt  because  the  engine  had  choked  in 
the  mud  and  water.  After  the  other  car  passed  the  boys 
pushed  it  out  and  we  started  again.  We  rode  fast  the 
rest  of  the  way  gat  there  before  any  body  else  did.  we 
also  had  a  good  time  on  our  way  back  for  the  took  a 
long  drive  before  reaching  home. 

C 

The  Most  Exciting  Ride  I  Ever  Had. 

One  afternoon  I  got  a  crowd  of  boy,  and  we  had  an  auto 
so  we  started  riding.  We  went  about  a  mile  when  we 
had  a  blow-out  it  was  soon  fixed  and  we  started  again. 
As  we  were  climing  a  steep  mountain  and  at  a  shapr 
curve  we  met  another  car  it  was  just  wide  enought  but  it 
was  so  sudden  a  meet  that  his  car  went  over  the  side  of 
the  steep  valley.  The  car  happened  to  hit  a  tree  and  and 
landed  on  all  four  wheels.  We  got  out  and  went  down  to 
see  how  hurt  the  people  we  none  of  them  were  badely 
hurt  so  we  carried  them  to  town  to  be  treated  by  the 
doctor.    We  do  not  expect  to  go  again  soon. 

[41] 


ENGLISH  COMPOSITION  SCALE 

D 

Most  Exciting  Ride  I  ever  had 

Once  in  the  city  of  Paris  I  made  a  visit  to  my  uncle. 
He  was  a  engineer  to  a  large  tank  wish  was  to  be  maned 
to  the  front.  Now  it  caught  my  eye  as  Mostly  a  traction 
engine  that  we  used  at  harvest  time  in  old  Virginia  I  was 
a  lad  of  thirteen  years. 

Uncle  told  me  if  the  chief  com  mander  did  not  abject 
he  would  take  me  as  far  as  alsacloren.  Now  I  felt  as  large 
as  uncle  himself,  as  we  creaping  along  the  fareign  roads. 
Same  distance  from  Paris  we  were  over  looked  by  some 
Huns.  Uncle  George  plamed  through  the  lines  and 
joined  some  others  tanks  which  had  been  posted  for  the 
night,    we  both  were  happy  when  we  reach  Paris  again. 

E 

The  Most  excited  ride  I  every  had. 

One  day  I  left  Home  with  the  horse  &  buggy  to  go  to 
see  my  Cousin,  and  papa  told  me  not  to  drive  fast,  I 
started  off  not  listing  to  him  it  was  a  sharp  corner  at  the 
forks  of  the  road  and  the  horse  went  around  the  corner 
a  little  to  fast,  and  cause  the  buggy  to  tilted  a  little  and 
it  got  me  a  excited  and  nervious.the  buggy  top  scered  the 
horse  which  cause  the  horse  to  run,  then  I  got  so  excited 
that  I  could  not  hold  the  horse  back. 

F 

"The  Most  excitimg  Ride  I  Ever  Had". 

It  was  on  one  cold  morning  when  the  ground  was  covered 
with  snow  when  we  got  a  telegram  to  come  to  town  at 
wonce. 

We  left  on  car  early  that  morning  when  going  down 

[42] 


SAMPLES  FOR    PRACTICE 

asteep  hill  the  car  got  under  my  contral  and  ran  in  a  deep 
ditch  but  it  happened  that  all  was  safe. 

While  going  on  down  the  road  a  little  faather  I  ran  in 
a  car,  and  it  threw  us  out  and  broke  one  of  the  little  children 
arm  and  struct  one  on  the  head  and  was  senseless,  but 
after  a  little  while  she  recovered. 

The  car  was  serious  damaged  so  I  never  have  been  able 
to  run  it  sense. 

G 

The  Most  Exciting  Ride  I  Ever  Had. 

We  were  horse  back  riding  the  other  day  and  went  up 
by  the  Old  Mill  about  7  miles  from  town.  We  were 
racing  on  the  beach  when  a  fell  and  cut  his  lag  on  a  large 
rock.  And  when  we  were  going  hose  we  had  the  most 
exciting  ride  I  ever  had  wer  were  gall  oping  down  the 
road  when  may  horse  got  skeered  and  was  running  away 
with  me  on  top.  I  was  holding  on  for  dear  life  but  thought 
I  would  fall  every  leep  he  took  I  tried  evey  way  I  new  to 
stop  him  but  could  not  and  he  kept  runing  as  fast  as  he 
could  until  we  reashed  the  stable  wear  I  had  hired  him. 
So  I  stayed  there  and  waited  for  the  other  boys  to  come 
in  and  it  was  an  half  hour  before  the  came. 

H 

Most  Exciting  Ride  I  Eere  Had, 

The  most  exciting  ride  I  ever  had  was  a  ride  out  in  the 
country  the  car  beoke  down  and  and  we  had  to  wait  a 
1  ong  tine  after  ne  got  it  fixed  we  starte  again  and  ran  in 
a  nothe  automobl  and  brol  the  fenders  in,we  had  no  great 
damage  and  know  body  was  hurt  ne  nan  over  a  hog  on 
the  way  back  and  had  lots  of  thing  happerd  to  us,  This 
was  the  most  erciting  ride  I  ever  had 

[43] 


ENGLISH   COMPOSITION   SCALE 


The  Most  Exciting  Ride  I  Ever  Had. 

When  I  was  a  small  girl,  I  went  to  visit  my  uncle  in 
California.  He  was  the  owner  of  a  large  stock  farm  and 
sonsequently  had  many  cattle. 

There  was  an  old  cow  with  which  my  little  cousins  all 
played,  got  on  her  back  without  saddle  or  bridle  and  rode 
with  extreme  safety  around  the  stock  yard.  But  never 
by  any  inducement  could  I  be  persuaded  to  mount  "Old 
Bet. 

Well  one  fine  morning  after  I  had  stood  about  all  the 
teasing  and  being  called  'fraid  cat*'  and  such  names  I 
could,  I  went  out  and  mounted  "Bet"  as  I  thought,  very 
easily  because  she  was  lying  down,  but  soon  I  saw  my 
mistake,  for  she  almost  instantly  sprung  to  her  feet 
while  by  marvelous  work  I  retained  my  seat.  The  cow 
never  once  stopped  after  she  got  up,  but  curling  her  tail 
upon  her  back  and  lowering  her  back  with  a  mighty 
bellow,  set  out  at  such  a  pace,  I  made  sure  I  was  done  for. 

She  galloped  along  right  smooth  ly  until  she  reached 
a  hill  which  she  started  down  at  break  neck  speed.  Sud- 
denly she  humped  her  back  lowered  her  head  and  stopped 
short,  and  off  I  went  terrible  ly  frightened  but  uninjured. 

I  walked  home  which  was  only  a  short  way  and  as  no 
one  had  missed  me,  I  never  told  the  children  about  the 
most  exciting  ride  I  ever  had. 

J 

The  most  Exciting  Ride  I  Ever  Had 
My  Disere  For  a  Horse 

The  most  exciting  ride  I  ever  had.  Was  on  a  old  feord. 
I  left  Coutland  going  to  Norfelk  about  6  O'clock  A.M. 

[44] 


SAMPLES  FOR  PRACTICE 

on  the  old  feord.  The  tirer  were  bad,  And  we  left  Coust- 
land  on  three  cyenden.  After  we  had  pane  d  Franklin 
about  two  Miles  it  began  to  rain.  So  we  put  up  the  top, 
but  we  fouDd  the  top  verry  holy.  And  after  we  had  gone 
about  two  miles  more  and  the  coils  got  weet.  and  the 
car  would  not  buge.  So  then  my  greater  disere  was  for 
a  horse  and  not  a  shackly  feord. 


[45] 


ENGLISH  COMPOSITION   SCALE 


SCORE  KEY  FOR 

PRACTICE  LISTS 

Series 

Series  II 

Series  III 

Theme 

Score 

Theme 

Score 

Theme 

Score 

A 

1.8 

A 

6.8 

A 

5.8 

B 

1.8 

B 

4.0 

B 

4.5 

C 

7.2 

C 

5.5 

C 

3.6 

D 

5.7 

D 

5.5 

D 

3.4 

E 

6.3 

E 

1.8 

E 

2.6 

F 

4.0 

F 

6.5 

F 

3.1 

G 

3.0 

G 

1.9 

G 

3.0 

H 

4.5 

H 

6.8 

H 

1.9 

I 

5.0 

I 

4.5 

I 

6.6 

J 

7.8 

J 

5.0 

J 

2.2 

[46] 


oiiiiiiiiiuiniiHiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiuiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiniiiiiiiiiiiiiiiiia 

§  a 

SCHOOL  EFFICIENCY  MONOGRAPHS 

i  3 

|  STANDARDS  IN  ENGLISH  [ 

By  John  J.  Mahoney 

Principal  State  Normal  School,  Lowell,  Massachusetts 

A  PRACTICAL  HANDBOOK  FOR  TEACHERS 
that  sets  forth  standards  of  achievement 

attainable  by  pupils  § 

S  = 

B  S 

OT* HIS  book  sets  forth  the  minimum  standards 
A  that  are  to  be  expected  in  each  year  of  the 
elementary  English  course.  Teachers  are  told  ex- 
actly what  to  do  and  how  to  do  it  with  the  greatest 
economy  of  time. 

The  content  of  a  course  in  English  is  outlined  by  grades       | 
as  follows: 

1.  Specific  statement  of  the  aims  of  instruction. 

2.  Suggested  illustrative  material. 

3.  Illustrative    oral    efforts. 

4.  Common  errors  of  speech  and  spelling. 

5.  Hints  concerning  what  to  do  and  how  to  do  it. 

6.  Preparation  for  routine  work. 

Standards  in  English  is  a  workable  course  of  study 
based  on  the  determination  of  what  children  actually 
can  do.  The  style  is  plain,  direct,  and  non-technical. 
The  extensive  sale  of  the  book  attests  its  value  to  teachers. 

Kraft  paper.      xiv-\-igo  pages. 

I  WORLD  BOOK  COMPANY  | 

YoNKERS-ON-HuDSON.  NEW  YORK 

2126  Prairie  Avenue,  Chicago 
^iiiiiiiiiiiiiiiiiiiiiniiiiiiniiiiiiiiiiiituiiuiiiiiiiiiuiiiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiuiiiiiiiiiiiiiiiiiiniiiiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiuii 


lilllllllllllllllUIIIIlllllIlIIIItllllilltllllllllllllltllllllltlltlllttltllllllltllllllllllllllllllllllllllllllllllllltllllllllllUlIllMlllIUlIlIItlllllllliltlllllllllllllltlllUIIllMlIIlUUIlllIlllU^ 

Laboratory  Manual  of     I 
English  Composition        I 

By  STANLEY  R.   OLDHAM 

Principal  of  the  High  School,  Norwood,  Massachusetts 

THE  aim  of  this  book  is  to  develop  the  power  to  speak 
and  to  write  good  English  by  making  the  high  school 
student  an  independent  worker  in  the  field  of  oral  and  written       1 
expression. 

This  is  accomplished  by  means  of  the  well-selected  and  or- 
ganized assignments  that 

1  Train  the  student  in   investigating   and   collecting   data 

2  Give  him  practice  in  arranging  material 

3  Enable  him  to  recognize  and  appreciate  enduring  literature 

4  Offer  him  a  large  number  of  opportunities  to  apply  what 
he  has  learned  in  creative  work. 


a 


The  book  is  one  of  assignments,  not  of  definitions.  The  tren- 
chant, explicit  assignments  are  what  students  want.  In  addi- 
tion, the  student  is  taught  how  to  carry  out  the  directions. 
Each  of  the  813  exercises  is  as  definite  as  mathematics 
assignment  and  holds  to  as  definite  a  goal. 

Teachers  like  the  method,  because  it  transfers  from  the  teacher 
to  the  student  the  burden  that  belongs  to  the  student.  There 
.is  no  accumulation  of  staggering  heaps  of  written  work  to 
correct. 

It  aims  to  be  comprehensive,  hence  the  course  may  be  made 
as  difficult  or  as  easy  as  the  teacher  desires.  The  book  is 
built  to  meet  the  requirements  of  classes  working  under 
widely  different  conditions.  Owing  to  the  flexibility  of  the 
scheme,  it  may  be  used  for  a  two-year,  a  three-year  or  a  four- 
year  course. 

The  method  of  the  book  may  be  summed  up  in  these  words: 
investigation,  comparison,  and  practice,  and  the  greatest  of  these 
is  practice. 

Cloth,     viii  +  148  pages. 

WORLD  BOOK  COMPANY 

yonkers-on-hudson,   new  york 
2126    Prairie    Avenue,    Chicago 

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liuimiiiiiMiiiiiniMtiiiiiniiiiinuniiiiwiiiiiiiiiimiiiiiiim 

SECOND  REVISED  EDITION 

I     HANDBOOK  OF   ENGLISH    I 
1  COMPOSITION  I 

A  COMPILATION  OF  STANDARD  RULES  AND  USAGE 
By  Luella  Clay  Carson 

Head  of  Department  of  English,  Yankton   College 
Reeentl/   President  of  Mills   College 

T  T  ERE  is  a  textbook  which  trains  the  student  in  accuracy  and 
JL  J.  effectiveness  in  the  essentials  of  English  composition; 
and  the  ready,  rapid,  and  unconscious  use  of  correct  forms. 
Many  valuable  suggestions  and  clear  explanations  of  confusing 
points  assist  the  student  in  learning  the  rules  of  grammar 
and  rhetoric. 

Grouping  and  indexing  for  ready  reference  aids  in  securing 
immediate  results;  the  inclusion  of  many  details  of  usage  and 
fundamental  processes  promotes  the  formation  of  habits  of 
|        accuracy. 

It  is  a  compact  book  of  reference  and  direction.  The  illustra- 
tions, notes,  and  suggestions  are  brief,  definite,  and  at  the 
same  time  illuminating  and  lucid.  There  is  a  mass  of  useful 
information — all  supported  by  recognized  authorities  and  by 
usage. 

The  book  is  used  as  a  textbook  in  high  schools  and  colleges. 

Separate  chapters  deal  with  the  following  subjects: 

CAPITALIZATION  PUNCTUATION  ITALICS 

ABBREVIATIONS  SYLLABICATION  COMPOUNDS        ' 

SPELLING  CONSTRUCTION  CRITICISM 

MECHANICAL  AIDS         PROCESSES  LETTER-WRITING 

COPY  FOR  THE  PRINTER  BIBLIOGRAPHY 

The  appendix  contains  sections  on  the  following  matters: 

POETIC  FORM  SYNONYMS  ANTONYMS 

HOMONYMS     THEME  CORRECTION  MARKS      BUSINESS  FORMS 
A  FEW  COMMON  ERRORS  WORDS  OFTEN  MISPRONOUNCED 

Cloth,    xii  +  266  pages 

WORLD  BOOK  COMPANY 

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|iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii liiiiiiiiiiiiiiiiiiiiiimimiimii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiimiiiiit ininiiinnmmiim« 

English    Classics  —  Star    Series 

English  Required  for  College 

Entrance  Examinations 

|  = 

Edited  by  College  Professors  fully  acquainted  both  ivitK 
the  subject  matter  and  ivith  the  requirements  for  college 
entrance,  as  well  as  ivith  the  weak  spots  continually  dis- 
covered. Full  explanatory  notes,  suggestions  for  study  and 
interpretation,  bibliography,  typical  examination  questions, 
illustrations  and  maps  are  provided  wherever  necessary. 

Addison  and  Steele.  The  Sir  Roger  de  Coverley  Papers  from 
The  Spectator.      (Laura  Johnson  Wylie. )     xlvi-j-207  pages. 

Burke.  Speech  on  Conciliation  with  the  Colonies.  (Mary  A. 
|  Jordan.)     lxxxviii-j- 152  pages. 

Carlyle.  Essay  on  Burns.  (William  T.  Brewster.)  xx  +  108 
=  pages.  I 

Coleridge.  The  Rime  of  the  Ancient  Mariner.  (Carleton 
I  Eldredge  Noyes. )      lxviii-L.75  pages. 

*Cooper.  The  Last  of  the  Mohicans.  (William  Strunk.) 
§  xviii+446  pages. 

Eliot.    Silas  Marner.     (Arthur  Hobson  Quinn. )    xxiv-f  231  pages. 

Goldsmith.  The  Vicar  of  Wakefield.  ( William  Hand  Browne.  ) 
xiv-f-226  pages. 

Macaclat.  Essays  on  Milton  and  Addison.  (Thomas  Marc 
Parrott. )      lx+208  pages. 

Milton.  L' Allegro,  II  Penseroso,  Comus,  and  Lycidas.  (Edward 
I  Everett  Hale.  )      1-f  140  pages. 

Pope.  The  Iliad  of  Homer.  Books  I,  VI,  XXII,  XXIV. 
(William  Cranston  Lawton. )      xxix-l-152  pages. 

*Scott.      Ivanhoe.      (Carroll  Lewis  Maxcy.  )      xl  +  547  pages. 

Shakespeare.  Julius  Caesar.  (Albert  Harris  Tolman. )  lxvi-f- 
|  158  pages. 

Shakespeare.  Macbeth.  (Wilbur  Lucius  Cross.)  xxviii  +  144 
I  pages. 

Shakespeare.  The  Merchant  of  Venice.  (Helen  Gray  Cone. ) 
I  xxii  +  137  pages. 

Tennyson.      The  Princess.      (Mary  Bowen. )     xxii-l-138  pages. 

All  cloth-bound. 

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UIMIMIIMIIIIIIIIIIIIIIIIIIIIIMIIIinilllllllllllllllHIIIIIIIllllMIIIIUIIIIIIIIIIIIIMIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIinilllllllllllllllllllllllllMIIIIIIIIIIHi 

I  THE  HAWTHORNE  CLASSICS  [ 

FOR  JUNIOR  HIGH  SCHOOLS 

Edited  by  Edward  Everett  Hale,  Jr.,  Ph.D.,  Professor  of  English 
in  Union  College.     In  eight  volumes.     Uniformly  bound  in  cloth. 

These  classics  are  adapted  to  higher  grammar  grades  and 
satisfy  the  universal  demand  for  complete  literary  wholes. 

AMERICAN  ESSAYS.     269  pages. 

Examples  from  our  four  greatest  essayists,  that  can  also  be 
used  in  the  lower  classes  of  high  schools. 

AMERICAN  STORIES.     285  pages. 

Eight  great  American  short  stories  from  Washington  Irving 
to  Edward  Everett  Hale.  Each  is  a  model  of  the  kind,  and 
is  distinct  in  subject  and  treatment. 

BALLADS  AND  BALLAD  POETRY.     270  pages. 

Genuine  ballads  of  the  olden  time  with  the  true  ballad  flavor, 
a  group  of  the  best  modern  ballads,  and  three  stirring  poems 
of  greater  length  which  have  the  ballad  character. 

ENGLISH  ESSAYS.     254  pages. 

By  Lamb,  Addison,  Goldsmith,  and  Thackeray.  Some  are 
also  well  adapted  to  high  school  and  normal  classes. 

ENGLISH  STORIES.     254  pages. 

Five  great  English  stories  of  varied  type.  This  volume  with 
"American  Stories"  will  help  to  develop  the  literary  sense, 
while  gratifying  the  love  for  a  good  story.  Can  be  used  as 
low  as  the  sixth  grade. 

GREEK  MYTHS  IN  ENGLISH  DRESS.     256  pages. 

Six  immortal  Greek  myths  retold  by  Nathaniel  Hawthorne, 
Charles  Kingsley,  and  Thomas  Bulfinch.  These  are  easy 
enough  for  the  fifth  and  sixth  grades.  | 

LONGER  NARRATIVE  POEMS.     271  pages. 

Ten  of  the  best  narrative  poems  of  the  nineteenth  century, 
varied  in  style  and  meter,  and  of  thrilling  interest  to  pupils 
of  the  hero-loving  age.  These  poems  might  be  used  in  the 
high  school  for  more  critical  study. 

SHAKESPEAREAN  COMEDIES.     320  pages. 

A  Midsummer  Night's  Dream,  As  You  Like  It,  and  The 
Tempest.  One,  at  least,  of  these  comedies  should  be  read  in 
the  grammar  grades.  | 

All  volumes  bound  in  cloth.  § 

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^.•iiiiiiiiiuiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiijiiiiiiiiiiiiiiiiiiiiijitiiiiiiiiiiijiiiiiiiiiijuiiiiiiiiiifiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiuiiiitiiiiitfiiiiiuiiriiiiiiiiiiiiiiriiiiiiiiiiitiiiii^ 

Prepared  under  the  auspices  of  the  National  Research  Council 

I  NATIONAL  I 

INTELLIGENCE   TESTS 

=  =s 

By  M.  E.  Haggerty,  L.  M.  Terman,  E.  L.  Thorndike 
G.  M.  Whipple,  and  R.  M.  Yerkes,  Chairman 

r  I  *HESE  tests  are  the  direct  result  of  the  application  of  the  army 

A    testing  methods  to  school  needs.    They  were  devised  in  order  to 

supply  group   tests  for  the  examination  of  school  children  that  would 

embody  the  greater  benefits  derived  from  the  Binet  and  similar  tests. 

The  effectiveness  of  the  army  intelligence  tests  in  problems  of  classifica- 
tion and  diagnosis  is  a  measure  of  the  success  that  may  be  expected  to 
attend  the  use  of  the  National  Intelligence  Tests,  which  have  been 
greatly  improved  in  the  light  of  army  experiences. 

The  tests  have  been  selected  from  a  large  group  of  tests  after  a  try-out 
and  a  careful  analysis  by  a  statistical  staff.  The  two  scales  prepared 
consist  of  five  tests  each  (with  practice  exercises),  and  either  may 
be  administered  in  thirty  minutes.  They  are  simple  in  application, 
reliable,  and  immediately  useful  for  classifying  children  in  Grades 
3  to  8  with  respect  to  intellectual  ability.     Scoring  is  unusually  simple. 

Either  scale  may  be  used  separately  to  advantage.  The  reliability 
of  results  is  increased,  however,  by  reexamination  with  the  other  scale 
after  an  interval  of  at  least  a  day.  | 

Scale  A  consists  of  an  arithmetical  reasoning,  a  sentence  completion, 
a  logical  selection,  a  synonym-antonym,  and  a  symbol-digit  test.  Scale 
B  includes  a  completion,  an  information,  a  vocabulary,  an  analogies, 
and  a  comparison  test. 

Scale  A:    Form  1.     12  pages.     Price  per  package  of  25 
Examination  Booklets  and  2  Scoring  Keys  $1.60  net. 

Scale  B:    Form  1.     12  pages.     Price  per  package  of  25 
Examination  Booklets  and  1  Scoring  Key  $1.60  net. 

Manual   of   Directions.     Paper.    32  pages.      Price   40 
cents  net. 

Specimen  Set.     One  copy  of  each  Scale  and  Scoring  Keys 
and  Manual  of  Directions.     Price  50  cents  postpaid. 

Experimental  work  financed  by  the  General  Education  Board 
by  appropriation  of  $25,000 

WORLD  BOOK  COMPANY 

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^iiiiiiiitiitiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiittiiiiTiitiitiitiiiiiMiiiuiitiiiiiiitiiiifiiiitiiitiitiiiiiiiiiiitiiiiiiiiiiitiiiiiiiiintniiiiiiiiiiiiiiiiitiitiiititiiiiiiitiiiiiiiiiiiMiiiiiiiiiiiiiiiii^ 


1 


^iiiiiiiiiriiiiiiiriiifitiiiiiiiiitiitiiiiiiiiiiiiuiiiiiiiiiiiiiitiiiiiiiiiiiiiiiiiiiiiiiriiiiiiiifiirfiiifiiiitiiiiiiiiiiiiiiiitiiitiiiMiiiiittfiiiiiiriiiriifiniiiiiiiiniiiiiiiiiiiiiiiiiiiiifiiiiuiiiiis 

i  i 

STANDARD  EDUCATIONAL  TESTS 

Arranged  and  standardized  by 

M.  E.  HAGGERTY 
Professor  of  Educational  Psychology,  University  of  Minnesota 

Two  of  the  first  tests  in  this  series  are  intended  for  group  intelligence  testing 
in  the  elementary  schools  and  one  for  testing  both  intelligence  and  achievement 
in  reading  at  the  same  time.  The  tests  are  theoretically  and  practically  sound 
in  every  detail,  scientifically  constructed,  and  accurately  standardized. 

EXCLUSIVE  FEATURES 
1    The  age  norms  and  grade  standards  are  based  on  the  very  extensive 
use  of  the  test  in  large  cities,  small  towns,  and  one-room  rural  schools. 
|        2    They  can  be  given  in  thirty  minutes. 
1         3    They  are  suitable  to  pupils  of  different  ages  and  conditions. 

SPECIAL  ADVANTAGES 

4  They  are  based  on  the  best  of  the  army  tests. 

5  They  can  be  used  by  the  average  teacher  to  increase  the  efficiency 
of  her  work.  I 

6  They  can  test  an  entire  class  at  once. 

7  They  have  clever  scoring  keys  which  make  the  answers  either  right 
or  wrong. 

FOR  GRADES  1  to  3 
Achievement  Examination  in  Reading:  Sigma  1.  (Margaret 
E.  Noonan,  co-author.)  A  new  type  of  test  which  takes  little 
time  for  giving.  Illustrated.  Properly  classifies  children  and 
measures  their  progress  in  learning  to  read.  Price  per  package 
$1.40  net. 

Scoring  Key  for   Sigma  1.    Price   5  cents  net. 
Intelligence   Examination:     Delta  1.      The   best  parts  of  the 
army  methods  arranged  with  preliminary  exercises  for  each  test. 
Price  per  package  $1.50  net. 
Scoring  Key  for  Delta  1.     Price    15  cents  net. 

FOR  GRADES  3  to  9 

Intelligence  Examination:  Delta  2.  Can  be  given  to  groups 
as  large  as  500  in  30  minutes.  Illustrated.  A  standardization  of 
the  army  intelligence  tests.  Price  per  package  $1.50  net. 
Scoring  Key  for  Delta  2.  Price  10  cents  net. 
Manual  of  Directions.  A  64-page  pamphlet  with  instructions  for 
giving  and  scoring  all  three  tests.  Indicates  proper  interpreta- 
tion of  results  and  gives  a  brief  discussion  of  the  means  of  im- 
proving school  work,  based  on  the  results  of  the  tests.  Price  35 
cents  net. 

Specimen  Set.     Price    75  cents  postpaid. 

Examination  booklets  are  sold  in  packages  of  25  (with  1  Class 
Record  Sheet) ;  each  pupil  taking  the  test  needs  one  booklet. 
Examiners  need  Scoring  Keys  and  a  Manual  of  Directions.  Com- 
plete information  regarding  these  tests  will  be  furnished  on 
request. 

WORLD  BOOK  COMPANY 

yonkers-on-hudson,   new  york 
2126    Prairie   Avenue,    Chicago 

biiiiiiiiiiiimiiiiiiiiiimimmiiiiiiiiiiiiiiiiiiimiiiiiiiimiiim 


ajifiiiiiiiifiiiiiiiitiiiitiitiiiiiiitiiiititiiiiiiiiiiitiiiiiiiiiiriiiiiniitiiiiiirniiiniiiiiiriiiniiiiiiiiiiiiiiiiiiiiiiHiiiiiiiiiiiiiMiiiiiiiiiiiiiiiiiiitiii 

Especially  designed  for  use  in  high  schools 
(Also  usable  as  low  as  Grade  6  and  as  high  as  first  year  in  college) 

TERMAN  GROUP  TEST  of 
MENTAL  ABILITY 

By  Lewis  M.  Term  an 

Professor  of  Educational  Psychology,  Stanford  University;  joint  author 

of  the  National  Intelligence  Tests  and  of  the  army  mental  tests; 

author  of  the  Stanford  Revision  of  the  Binet-Simon  Scale,  and 

of  a  number  ot  books  on  the  measurement  of  intelligence 

This  test  is  unique  in  many  respects.  Each  of  its  886 
items  was  measured  against  a  composite  outside 
criterion.  A  try-out  resulted  in  a  reduction  to  370 
items,  each  helping  to  differentiate  bright  pupils  from 
dull  ones.  The  items  retained  are  more  highly  se- 
lected than  will  be  found  in  any  other  group  mental 
test. 

The  Terman  Test  is  an  eleven-page  booklet.  The 
pupil  does  no  writing.  The  backs  of  the  Scoring  Keys 
contain  the  scoring  rules.  Only  30  to  35  minutes  will 
be  required  to  test  a  group  with  it.  The  procedure 
has  been  so  simplified  that  it  can  be  mastered  by  any 
teacher  in  a  few  minutes.  The  size  of  the  booklets 
makes  their  use  without  desks  easy. 

Examination:  Form  A.  Price  per  package  of  25  booklets, 
including  Scoring  Key  and  Manual  of  Directions,  $1.60  net. 

Examination:  Form  B.  Price  per  package  of  25  booklets, 
including  Scoring  Key  and  Manual  of  Directions,  $1.60  net. 

Specimen    Set.    Price  15  cents  postpaid. 

WORLD  BOOK  COMPANY 

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jiliiiniiiiiiiiiiiMiiiiiiiniiiHiiiiiiiiiiiNiiiiiiiiiniiiiiMiiiiiiiiMininiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiniiMiiiiiiiiiiii' 


BmniiiHiiiiiMMHiunuinniiiiiiiiiiiiiMiiiniiiiiiiiiiiMiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiitiiiiiiiniiiiiiiiiiiiiiiimiiiuiiiiifiiriiiiiiiiiiiiriiiie 
\ 

|      Modern  Language  Tests 

By  CHARLES  HART  HANDSCHIN 

/T*HE   author   of  these   tests  is    a   well-known   teacher, 
A     and  is  the  secretary  of  the  National  Federation  of 
Modern  Language  Teachers.     He  knows  testing  methods, 
%       as  well  as  languages,  and  has  used  these  tests  in  mimeo- 
graphed form  in  many  classes. 

His  tests  are  designed  to  provide  teachers  with  a  con- 
venient and  accurate  method  of  measuring  the  ability  of 
students  of  elementary  French  and  Spanish.  Their  use 
enables  the  teacher  to  rate  each  pupil  according  to  a  well- 
defined  standard.  Such  rating  will  in  some  measure 
determine  the  advisability  of  having  pupils  continue  their 
language  study  beyond  the  elementary  stage.  The  unfit 
may  be  removed  from  the  class  with  consequent  profit 
to  themselves,  their  fellows,  and  the  teacher. 

The  material  consists  of  the  following: 

Silent  Reading  Test  A:  French 
Silent  Reading  Test  B  :  French 
Silent  Reading  Test  A:  Spanish 
Silent  Reading  Test  B :  Spanish 

These  are  similar  in  aim  and  scope.  They  differ  in  con- 
tent in  order  to  provide  material  for  alternate  examina- 
tions and  to  eliminate  memory  as  a  factor  in  the  results. 
Either  may  be  used  for  first-  or  second-year  work  in  a 
four-year  high  school. 

Comprehension  and  Grammar  Test  A:  French 

This  is  to  be  used  with  students  of  first-year  French  in 
a  four-year  high  school. 

Each  of  the  above  five  tests  is  furnished  in  packages 
containing  material  sufficient  to  supply  50  pupils.  Each 
package  includes  four  Record  Sheets  which  give  com- 
plete instructions  for  administering  the  tests  and  con- 
tain a  key  to  the  answers. 

In  ordering  any  of  the  above  items  please  give  the  full 

title  of  the  test  desired. 

Price  per  package  $1.00  net.  (Sold  only  in  packages.)  Trans- 
portation is  additional.     Sample  set  sent  postpaid  for  20  cents. 

WORLD  BOOK  COMPANY 

yonkers-on-hudson,  new  york 
2126   Prairie  Avenue,   Chicago 

IllUllllUIUIIUUIlUIIUlUllllUllllllIIIIUIUllliUlUUIIlUIIIIIIIlllllllllUlllllllllllllllllllllllllllIlllllllllllllllllillllllS 


>" 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  50  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $I.OO  ON  THE  SEVENTH  DAY 
OVERDUE. 


NOV  1  1940  M 

Mj 

ai*'c  | 

20^gSffy 

t 

* 

LD  21-X00m-7,'40  (6936s) 

Syracuse,  in.  i 
PAT.  JAN.  21, 1908 


-    v^4498: 


UNIVERSITY  OF  CAUFORNIA  LIBRARY 


